Stress is inevitable in our daily lives.
The inconsistency of events and other phenomena may contribute
to one’s mental state and trigger anxiety and other mental health issues. According to Freligh and Debb (2019),
academic pressure, difficulty in balancing work/life harmony, interpersonal connection problems, financial
instability, and an alteration from a dependent to an independent lifestyle are some of the causes that lead to
greater stress in college. Reports showed that over the years, the number of mental health diagnoses among
college students has increased, with panic attacks and anxiety exhibiting the most rapid increase. (Oswalt et al.,
2009). Other studies found that concerns about stress and mental wellness on college campuses around the
world are escalating. Halladay et al., 2019). According to a recent national research survey (American College
of Health Association, 2019), the main factors influencing students' academic performance in the USA over the
previous year were stress (34.2%), anxiety (28%), sleep problems (22%), and depression (20%). In addition,
recent studies have shown that college or university students pursuing health-related degrees experience mental
health issues; the majority of the research, however, has focused on medical students. Medical students are
particularly prone to burnout because of the academic pressure, perfectionist standards, and demanding nature
of medical practice, according to Nechita et al. (2014), Ray & Joseph (2010), and Ribeiro et al. (2017). In spite
of this, these could be prevented by implementing mindfulness-based programs that help society's students
manage their stress, anxiety, and depression. According to Hofmann & Gómez (2017), students who are
experiencing depression, stress, or anxiety may benefit from mindfulness-based interventions that are effective
in both the cognitive and behavioral domains. As indicated by Hölzel, Carmody, et al. (2011), mindfulness
affects one's ability to control their attention, be aware of their bodies, manage their emotions, and modify their
perspective of themselves. As a result, psychological well-being has been associated with mindfulness, both
theoretically and empirically. Training in mindfulness can help people behave psychologically adaptively (Keng
et al., 2011; Mestre et al., 2019). This makes it a useful method for enhancing emotional intelligence (Schutte &
Malouff, 2011). It can also help people avoid the symptoms of despair and anxiety (Freudenthaler et al., 2017).
There are numerous positive effects of brief interventions for participants, including decreased psychological
distress, increased self-compassion, greater psychological flexibility, and reduced stress, according to a number
of group MBI studies with students in higher education settings (Canby et al., 2015; Erogul, Singer, McIntyre,
& Stefanov). The effectiveness of this has been reported in numerous investigations in which university
students who participate in mindfulness programs report lower levels of stress and depression (Regehr et al.,
2013; Reid, 2013). Practicing mindfulness encourages decentering (defined as the ability to separate one's
thoughts and feelings from oneself), emotion control, focused attention, a decreased attachment to or aversion to
feelings, and a decreased mental proliferation. These factors can all contribute to an improvement in general
well-being and a decrease in mental agitation. (Grabovac and Holzel, 2011)
