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<p>This study aimed to (1) analyze the changes in mindfulness, empathy, and psychological distress following a mobile application (app)-based mindfulness intervention for personal and clinical skills training and (2) examine the association of satisfaction and usability with post-intervention measures, particularly of mindfulness. This was an exploratory study, with a pre-experimental design with a single group, conducted in a sample of 138 psychology students or recent graduates (age: <i>M</i> = 39.39, <i>SD</i> = 10.55; 83.3% women). Participants used the mindfulness app for 2&#xa0;months, completing modules and pre- and post-module questionnaires. There was a trend towards improvement in all dimensions of mindfulness and psychological distress. Only two dimensions of empathy (empathic compassion and indifference-tranquility) showed significant changes with a small effect. Satisfaction with the information provided by the app was positively associated with action awareness (<i>β</i> = .32) and non-judgment (<i>β</i> = .22). Higher perceived usability of the app was associated with lower psychological distress (<i>β</i> =  − .26). The findings suggest promising prospects for research and technology development for personal and clinical skills training in university students using an app-based mindfulness intervention. Likewise, our study underscores the importance of usability and user satisfaction in digital interventions for mental health training.</p>

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Effects of a Mindfulness-Based Mobile Application for Clinical Psychological Skills Training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月4日

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  • Anabel de la Rosa Gómez,
  • Berenice Serrano Zárate,
  • Samanta Xiadani Mendoza Castillo,
  • Germán Alejandro Miranda Díaz,
  • Carmen Sarmina Ávila,
  • Pablo D. Valencia,
  • Lorena Alejandra Flores Plata,
  • Juan Carlos Tovar Gómez

摘要

This study aimed to (1) analyze the changes in mindfulness, empathy, and psychological distress following a mobile application (app)-based mindfulness intervention for personal and clinical skills training and (2) examine the association of satisfaction and usability with post-intervention measures, particularly of mindfulness. This was an exploratory study, with a pre-experimental design with a single group, conducted in a sample of 138 psychology students or recent graduates (age: M = 39.39, SD = 10.55; 83.3% women). Participants used the mindfulness app for 2 months, completing modules and pre- and post-module questionnaires. There was a trend towards improvement in all dimensions of mindfulness and psychological distress. Only two dimensions of empathy (empathic compassion and indifference-tranquility) showed significant changes with a small effect. Satisfaction with the information provided by the app was positively associated with action awareness (β = .32) and non-judgment (β = .22). Higher perceived usability of the app was associated with lower psychological distress (β =  − .26). The findings suggest promising prospects for research and technology development for personal and clinical skills training in university students using an app-based mindfulness intervention. Likewise, our study underscores the importance of usability and user satisfaction in digital interventions for mental health training.