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Web-Based Formal Versus Informal Mindfulness Programs for University Students With and Those Without Recent

Julia Petrovic¹, Jessica Mettler¹, Bilun Naz Böke¹

¹Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street (Room 614), Montreal, QC, H3A 1Y2, Canada, 1 514-398-4242.

Journal of Medical Internet Research

|November 28, 2025

Summary

This summary is machine-generated.

Both formal (FM) and informal mindfulness (IM) programs effectively improved student well-being and mindfulness skills. IM was slightly preferred, but both approaches were well-accepted and beneficial for university students.

Keywords:

mindfulness nonsuicidal self-injury psychological need satisfaction university students well-being

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Area of Science:

Psychology
Mental Health
Mindfulness Studies

Background:

Mindfulness-based programming (MBP) is common in universities for student mental health.
Formal mindfulness (FM) may cause discomfort for students with nonsuicidal self-injury (NSSI) history.
Informal mindfulness (IM) may be better tolerated due to its flexibility.

Purpose of the Study:

Compare web-based FM and IM programs against a control group.
Evaluate effectiveness and acceptability based on NSSI history and time.
Assess impacts on dispositional mindfulness, well-being, stress, needs, emotion regulation, and academic engagement.

Main Methods:

Randomized controlled trial with university students (NSSI history n=127; no NSSI history n=100).
Online delivery of 4-week web-based FM, IM, or inactive control programs.
Effectiveness measured via surveys at baseline, 1 week, and 1 month post-intervention; acceptability assessed post-intervention.

Main Results:

Both FM and IM programs significantly improved dispositional mindfulness, nonjudging, describing, well-being, and psychological need satisfaction.
Improvements were sustained at 1-month follow-up and did not differ based on NSSI history.
Neither program improved awareness, nonreacting, observing, stress, emotion regulation, or academic engagement.
Both programs demonstrated high acceptability, with a slight preference for IM.

Conclusions:

FM and IM programs are effective and acceptable for university students within MBP.
Emphasizing both FM and IM may cater to diverse student needs and preferences.
MBP interventions show promise for enhancing student mental health and well-being.