The Impact of In-Class Breathing Exercises on Student Mental Health in a General Chemistry 1 Lecture: A Mixed Method Analysis

• Alex Korfiatis ^[1] ; Amrita Chaturvedi ^[1] ; Jen Tennison ^[1] ; Asmira Alagic ^[1]
  1. [1] Saint Louis University

     Saint Louis University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 1, 2025, págs. 173-182
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study investigates the implementation and outcomes of a mindfulness-based intervention, specifically focused on breathing exercises, within a chemistry classroom setting. Amidst the backdrop of widespread stress, anxiety, and depression among college students─intensified by the challenges of the COVID-19 pandemic─this study presents a targeted in-class approach to enhance mental health. The intervention, integrated into a General Chemistry 1 course, screened for baseline anxiety and mindfulness and aimed to address the high levels of stress particularly prevalent among first-time college students. Through a mixed-methods analysis, the study engaged students in a semester-long 5 min breathing intervention, evaluating its effects on their levels of anxiety and mindfulness via interviews and pre–post-intervention assessments using the GAD-7 (General Anxiety Disorder-7) scale and MAAS (Mindfulness Attention Awareness Scale). Quantitative findings revealed notable high baseline levels of anxiety in students, and qualitative analysis of semistructured interviews highlighted the intervention’s role in fostering a sense of calmness, focus, and reduction of anxiety, contributing to a more conducive learning environment. Data show that severe anxiety levels increased by 10% while mindfulness decreased by 3% at the end of the semester.