Back to resultsPromoting Stress Management and Engagement in Introductory Physics Courses With Mindfulness and Relaxation
Primary Purpose
Psychological Stress, Coping Skills, Emotions
Status
Enrolling by invitation
Phase
Not Applicable
Locations
United States
Study Type
Interventional
Intervention
Mindfulness
Relaxation
Sponsored by
About this trial
This is an interventional treatment trial for Psychological Stress focused on measuring Mindfulness, Physics Education, Psychological Challenge and Threat, Engagement, Motivation, Relaxation
Eligibility Criteria
Inclusion Criteria:
- at least 18 years of age
- current University of Pittsburgh undergraduate
- enrolled in introductory physics
- self-reports psychological threat in physics
Exclusion Criteria:
- under 18 years of age
- not a current University of Pittsburgh undergraduate
- not enrolled in introductory physics
- does not self-report psychological threat in physics
Sites / Locations
- University of Pittsburgh
Arms of the Study
Arm 1
Arm 2
Arm Type
Active Comparator
Active Comparator
Arm Label
Mindfulness Training
Relaxation Training
Arm Description
5-lesson audio-guided mindfulness training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5
5-lesson audio-guided relaxation training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5
Outcomes
Primary Outcome Measures
Mean Change in Daily Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Daily Physics Emotions measured using 12 self-report items with Likert scale from 0 (not at all) to 4 (an extreme amount). Daily Physics Emotions are calculated by averaging daily emotion items, with scores closer to 4 indicating experiencing more extreme emotions in physics.
Mean Change in Daily Responses to Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Daily reappraisal, perspective shifting, and relaxation measured using 6 self-report items with Likert scale from 0 (not at all true) to 4 (completely true). Composite scores for reappraisal, perspective shifting, and relaxation are calculated as an average of all items for each subscale, respectively. Daily responses to emotions ranges from 0 to 4, with higher scores indicating greater use of reappraisal, perspective shifting, or relaxation.
Mean Change in Daily Threat vs. Challenge Appraisals from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Daily Threat vs. Challenge Appraisals measured using 3 self-report items about threat, challenge, and confidence with regarding to unpleasant physics emotions with Likert scale from 1 (strongly disagree) to 6 (strongly agree).
Mean Change in Daily Physics Engagement from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Degree to which students felt engaged in and motivated to learn physics on a daily basis. Measured using 2 self-report items measured with Likert scale from 1 (not at all motivated/engaged) to 6 (extremely motivated/engaged). Daily engagement is calculated by averaging both items, with scores closer to 6 indicating more greater physics engagement.
Secondary Outcome Measures
State Presence assessed via Ecological Momentary Assessment
Experiences of decentering and curiosity, measured using 6 self-report items with Likert scale from 0 (not at all) to 4 (very much). State presence is calculated by averaging decentering and curiosity items, with scores closer to 4 indicating greater state presence.
State Relaxation assessed via Ecological Momentary Assessment
Experiences of relaxation, measured using 3 self-report items with Likert scale from 0 (not at all) to 4 (very much). State relaxation is calculated by averaging relaxation items, with scores closer to 4 indicating greater state relaxation.
State Physics Anxiety assessed via Ecological Momentary Assessment
Current level of anxiety about physics measured using 1 self-report item with Likert scale from 0 (not at all) to 4 (very much), with scores closer to 4 indicating higher anxiety about physics.
Mean Change in Physics Anxiety from baseline up to 3 months post-intervention assessed via Self-Report
Anxiety evaluation or learning while doing physics work, measured using 8 self-report items with Likert scale from 1 (low anxiety) to 5 (high anxiety). Physics anxiety is calculated as an average of all of the items for each subscale, respectively. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety.
Mean Change in Psychological Threat vs. Challenge from baseline up to 3 months post-intervention assessed via Self-Report
Psychological Threat vs. Challenge, measured using 11 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Difference score ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Mean Change in Unpleasant Emotions-Can-Be-Enhancing Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Belief that unpleasant emotions are a signal that learning and growth are possible, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Unpleasant Emotions-Can-Be-Enhancing mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater endorsement of this mindset.
Mean Change in Physics Self-Efficacy from baseline up to 3 months post-intervention assessed via Self-Report
Belief of efficacy with respect to physics skills and abilities, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Self-Efficacy is calculated as an average of all items from 1 to 6, with higher scores indicating greater self-efficacy in physics.
Mean Change in Physics Belonging from baseline up to 3 months post-intervention assessed via Self-Report
Student's sense of belonging in their physics course, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Belonging is calculated as an average of all items from 1 to 6, with higher scores indicating greater sense of belonging in physics.
Mean Change in Metacognitive strategies from baseline up to 3 months post-intervention assessed via Self-Report
Metacognitive strategies, measured using 7 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Metacognitive strategies are calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater use of metacognitive strategies.
Mean Change in Physics Intelligence Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Belief that intelligence and abilities for physics can be developed through dedication and hard work, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Growth mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater growth mindset and lower scores indicating greater fixed mindset.
Mean Change in Cognitive Effort from baseline up to 3 months post-intervention assessed via Self-Report
Cognitive effort, measured using 4 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Cognitive effort is calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater cognitive effort.
Mean Change in Physics Identity from baseline up to 3 months post-intervention assessed via Self-Report
The degree by which students associate their self-concept with physics, measured using 4 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Identity is calculated as an average of all items from 1 to 6, with higher scores indicating greater identification with physics.
Mean Change in Proactive Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Proactive mindset, measured using 6 self-report items with Likert scale from 1 (not at all) to 5 (very much). Proactive mindset is calculated as an average of all items, with higher scores indicating greater proactive mindset.
Mean Change in Cognitive Problem-Solving Strategies from baseline up to 3 months post-intervention assessed via Self-Report
Use of explanation and analogy as problem solving strategies when working on physics, measured using 6 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Each subscale is calculated as an average of all of the items for each subscale, respectively. Cognitive problem-solving strategies range from 1 to 6, with higher scores indicating greater use of explanation or analogy problem solving strategies.
Mean Change in Physics Value from baseline up to 3 months post-intervention assessed via Self-Report
Perceived interest in and utility value of learning physics, measured using 2 self-report items with Likert scale from 1 to 6. Physics Value is calculated as an average of both items from 1 to 6, with higher scores indicating greater perceived value of learning physics.
Performance on Physics problem solving Tasks
Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy and solution time. Multiple choice items are scored as correct or incorrect. Accuracy scores are averaged across the items with higher scores indicating better physics performance.
Performance on the Preparation for Future Learning Task
Physics problem solving tasks that include new learning resources (e.g., a worked example) and a transfer task. Each item is scored for accuracy and latency. Explanation items are scored on a rubric. Accuracy scores are summed across items with higher scores indicating better physics learning. Latencies will be examined for how much time was spent with the learning resource and time spent solving the problems.
Judgments of confidence, difficulty, and self-efficacy during the physics problem solving and Preparation for Future Learning tasks assessed via Self-Report
Judgments of confidence, difficulty, and self-efficacy during physics problem solving, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items, with higher scores indicating greater confidence, difficulty, and self-efficacy respectively.
Problem selection on a Make-a-Physics task
Physics problem solving tasks that range in difficulty from more to less challenging. Participants select problems to be included on a work sheet. Scores are calculated by summing the number of problems selected for each problem type.
Full Information
NCT ID
NCT05542498
First Posted
September 12, 2022
Last Updated
June 5, 2023
Sponsor
University of Pittsburgh
Collaborators
U.S. National Science Foundation
1. Study Identification
Unique Protocol Identification Number
NCT05542498
Brief Title
Promoting Stress Management and Engagement in Introductory Physics Courses With Mindfulness and Relaxation
Official Title
Mobile Mindfulness Training and Physics Learning
Study Type
Interventional
2. Study Status
Record Verification Date
June 2023
Overall Recruitment Status
Enrolling by invitation
Study Start Date
October 3, 2022 (Actual)
Primary Completion Date
June 30, 2024 (Anticipated)
Study Completion Date
December 31, 2024 (Anticipated)
3. Sponsor/Collaborators
Responsible Party, by Official Title
Principal Investigator
Name of the Sponsor
University of Pittsburgh
Collaborators
U.S. National Science Foundation
4. Oversight
Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
Data Monitoring Committee
No
5. Study Description
Brief Summary
This study tests the impact of mindfulness vs. relaxation training on psychological threat and challenge, emotions/emotion regulation, motivation/engagement, and performance among undergraduates enrolled in introductory physics courses. Data used to compare groups will be collected from a variety of sources, including self-report surveys, experience sampling and daily diary assessments, physics learning activities, and academic records.
6. Conditions and Keywords
Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Psychological Stress, Coping Skills, Emotions, Emotion Regulation
Keywords
Mindfulness, Physics Education, Psychological Challenge and Threat, Engagement, Motivation, Relaxation
7. Study Design
Primary Purpose
Treatment
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
Participant
Allocation
Randomized
Enrollment
300 (Anticipated)
8. Arms, Groups, and Interventions
Arm Title
Mindfulness Training
Arm Type
Active Comparator
Arm Description
5-lesson audio-guided mindfulness training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5
Arm Title
Relaxation Training
Arm Type
Active Comparator
Arm Description
5-lesson audio-guided relaxation training program delivered over 5 consecutive days, with two additional writing activities on day 1 and day 5
Intervention Type
Behavioral
Intervention Name(s)
Mindfulness
Intervention Description
Training is focused on learning and applying the principles of R.A.I.N. (Recognize, Allow, Investigate, Non-identify) in the context of physics learning.
Intervention Type
Behavioral
Intervention Name(s)
Relaxation
Intervention Description
Training is focused on learning and applying relaxation practices (e.g., progressive muscle relaxation, guided imagery) in the context of physics learning.
Primary Outcome Measure Information:
Title
Mean Change in Daily Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Description
Daily Physics Emotions measured using 12 self-report items with Likert scale from 0 (not at all) to 4 (an extreme amount). Daily Physics Emotions are calculated by averaging daily emotion items, with scores closer to 4 indicating experiencing more extreme emotions in physics.
Time Frame
From enrollment up to 1 week post-intervention
Title
Mean Change in Daily Responses to Physics Emotions from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Description
Daily reappraisal, perspective shifting, and relaxation measured using 6 self-report items with Likert scale from 0 (not at all true) to 4 (completely true). Composite scores for reappraisal, perspective shifting, and relaxation are calculated as an average of all items for each subscale, respectively. Daily responses to emotions ranges from 0 to 4, with higher scores indicating greater use of reappraisal, perspective shifting, or relaxation.
Time Frame
From enrollment up to 1 week post-intervention
Title
Mean Change in Daily Threat vs. Challenge Appraisals from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Description
Daily Threat vs. Challenge Appraisals measured using 3 self-report items about threat, challenge, and confidence with regarding to unpleasant physics emotions with Likert scale from 1 (strongly disagree) to 6 (strongly agree).
Time Frame
From enrollment up to 1 week post-intervention
Title
Mean Change in Daily Physics Engagement from baseline up to 1 week post-intervention assessed via Daily Diary Self-Report
Description
Degree to which students felt engaged in and motivated to learn physics on a daily basis. Measured using 2 self-report items measured with Likert scale from 1 (not at all motivated/engaged) to 6 (extremely motivated/engaged). Daily engagement is calculated by averaging both items, with scores closer to 6 indicating more greater physics engagement.
Time Frame
From enrollment up to 1 week post-intervention
Secondary Outcome Measure Information:
Title
State Presence assessed via Ecological Momentary Assessment
Description
Experiences of decentering and curiosity, measured using 6 self-report items with Likert scale from 0 (not at all) to 4 (very much). State presence is calculated by averaging decentering and curiosity items, with scores closer to 4 indicating greater state presence.
Time Frame
during intervention, five days
Title
State Relaxation assessed via Ecological Momentary Assessment
Description
Experiences of relaxation, measured using 3 self-report items with Likert scale from 0 (not at all) to 4 (very much). State relaxation is calculated by averaging relaxation items, with scores closer to 4 indicating greater state relaxation.
Time Frame
during intervention, five days
Title
State Physics Anxiety assessed via Ecological Momentary Assessment
Description
Current level of anxiety about physics measured using 1 self-report item with Likert scale from 0 (not at all) to 4 (very much), with scores closer to 4 indicating higher anxiety about physics.
Time Frame
during intervention, five days
Title
Mean Change in Physics Anxiety from baseline up to 3 months post-intervention assessed via Self-Report
Description
Anxiety evaluation or learning while doing physics work, measured using 8 self-report items with Likert scale from 1 (low anxiety) to 5 (high anxiety). Physics anxiety is calculated as an average of all of the items for each subscale, respectively. Physics anxiety ranges from 1 to 5, with higher scores indicating greater physics anxiety.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Psychological Threat vs. Challenge from baseline up to 3 months post-intervention assessed via Self-Report
Description
Psychological Threat vs. Challenge, measured using 11 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Psychological threat is calculated by subtracting average of physics demands from average of physics resources. Difference score ranges from -5 to 5, with scores above zero indicating psychological threat and scores of 0 or lower indicating psychological challenge.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Unpleasant Emotions-Can-Be-Enhancing Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Description
Belief that unpleasant emotions are a signal that learning and growth are possible, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Unpleasant Emotions-Can-Be-Enhancing mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater endorsement of this mindset.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Physics Self-Efficacy from baseline up to 3 months post-intervention assessed via Self-Report
Description
Belief of efficacy with respect to physics skills and abilities, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Self-Efficacy is calculated as an average of all items from 1 to 6, with higher scores indicating greater self-efficacy in physics.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Physics Belonging from baseline up to 3 months post-intervention assessed via Self-Report
Description
Student's sense of belonging in their physics course, measured using 5 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Belonging is calculated as an average of all items from 1 to 6, with higher scores indicating greater sense of belonging in physics.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Metacognitive strategies from baseline up to 3 months post-intervention assessed via Self-Report
Description
Metacognitive strategies, measured using 7 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Metacognitive strategies are calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater use of metacognitive strategies.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Physics Intelligence Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Description
Belief that intelligence and abilities for physics can be developed through dedication and hard work, measured using 3 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Growth mindset is calculated as an average of all items ranging from 1 to 6, with higher scores indicating greater growth mindset and lower scores indicating greater fixed mindset.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Cognitive Effort from baseline up to 3 months post-intervention assessed via Self-Report
Description
Cognitive effort, measured using 4 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Cognitive effort is calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater cognitive effort.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Physics Identity from baseline up to 3 months post-intervention assessed via Self-Report
Description
The degree by which students associate their self-concept with physics, measured using 4 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Physics Identity is calculated as an average of all items from 1 to 6, with higher scores indicating greater identification with physics.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Proactive Mindset from baseline up to 3 months post-intervention assessed via Self-Report
Description
Proactive mindset, measured using 6 self-report items with Likert scale from 1 (not at all) to 5 (very much). Proactive mindset is calculated as an average of all items, with higher scores indicating greater proactive mindset.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Cognitive Problem-Solving Strategies from baseline up to 3 months post-intervention assessed via Self-Report
Description
Use of explanation and analogy as problem solving strategies when working on physics, measured using 6 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Each subscale is calculated as an average of all of the items for each subscale, respectively. Cognitive problem-solving strategies range from 1 to 6, with higher scores indicating greater use of explanation or analogy problem solving strategies.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Physics Value from baseline up to 3 months post-intervention assessed via Self-Report
Description
Perceived interest in and utility value of learning physics, measured using 2 self-report items with Likert scale from 1 to 6. Physics Value is calculated as an average of both items from 1 to 6, with higher scores indicating greater perceived value of learning physics.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Performance on Physics problem solving Tasks
Description
Physics problem solving tasks that range in difficulty covering content from introductory physics. Each item is scored for accuracy and solution time. Multiple choice items are scored as correct or incorrect. Accuracy scores are averaged across the items with higher scores indicating better physics performance.
Time Frame
3 days post-intervention
Title
Performance on the Preparation for Future Learning Task
Description
Physics problem solving tasks that include new learning resources (e.g., a worked example) and a transfer task. Each item is scored for accuracy and latency. Explanation items are scored on a rubric. Accuracy scores are summed across items with higher scores indicating better physics learning. Latencies will be examined for how much time was spent with the learning resource and time spent solving the problems.
Time Frame
3 days post-intervention
Title
Judgments of confidence, difficulty, and self-efficacy during the physics problem solving and Preparation for Future Learning tasks assessed via Self-Report
Description
Judgments of confidence, difficulty, and self-efficacy during physics problem solving, with each subscale measured using self-report items with Likert scale from 1 to 6. Each subscale is calculated as an average of all of the items, with higher scores indicating greater confidence, difficulty, and self-efficacy respectively.
Time Frame
3 days post-intervention
Title
Problem selection on a Make-a-Physics task
Description
Physics problem solving tasks that range in difficulty from more to less challenging. Participants select problems to be included on a work sheet. Scores are calculated by summing the number of problems selected for each problem type.
Time Frame
3 days post-intervention
Other Pre-specified Outcome Measures:
Title
Performance in Physics Class
Description
End-of-course grades measured via school records. Higher grades indicate higher classroom performance.
Time Frame
End of semester following intervention, approximately 12 weeks
Title
Retention in Physics Classes
Description
Enrollment in second semester of introductory physics course sequence measured via official school records. Scored dichotomously, 1 for enrolling second semester physics and 0 for not.
Time Frame
End of semester following intervention, approximately 7 months
Title
Mean Change in Mindfulness from baseline up to 3 months post-intervention assessed via Self-Report
Description
Trait decentering and curiosity, measured using 13 self-report items with Likert scale from 0 (not at all) to 5 (very much). Trait mindfulness is calculated as an average of all items, ranging from 0 to 5, with higher scores indicating greater mindful decentering and curiosity; will also be used as a covariate or moderator.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Rational-Experiential Ability from baseline up to 3 months post-intervention assessed via Self-Report
Description
Trait rational-experiential ability, measured using 10 self-report items with Likert scale from 1 (strongly disagree) to 6 (strongly agree). Each subscale is calculated as an average of all of the items for each subscale, respectively. Higher scores indicate greater rational or experiential thinking abilities.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Mean Change in Knowledge Transfer from baseline up to 3 months post-intervention assessed via Self-Report
Description
General self-reported learning and transfer strategies, measured using 5 self-report items with Likert scale from (strongly disagree) to 6 (strongly agree). Physics Transfer is calculated as an average of all items, ranging from 1 to 6, with higher scores indicating greater use of learning and transfer strategies.
Time Frame
From enrollment, up to 3 months post-intervention
Title
Treatment Expectancy assessed via Self-Report
Description
Perception of credibility and expected efficacy of training, measured using 4 self-report items with Likert scale from 1 (not at all) to 5 (very much). Each subscale is calculated as an average of all of the items for each subscale, respectively. Higher scores indicate greater perceived credibility or efficacy of the training.
Time Frame
3 days post-intervention
Title
Intervention Attention Check Questions assessed via Ecological Momentary Assessment
Description
Multiple choice questions gauging the attentiveness to the intervention audio. Each item is scored for accuracy, as correct or incorrect.
Time Frame
during intervention, five days
10. Eligibility
Sex
All
Minimum Age & Unit of Time
18 Years
Accepts Healthy Volunteers
No
Eligibility Criteria
Inclusion Criteria:
at least 18 years of age
current University of Pittsburgh undergraduate
enrolled in introductory physics
self-reports psychological threat in physics
Exclusion Criteria:
under 18 years of age
not a current University of Pittsburgh undergraduate
not enrolled in introductory physics
does not self-report psychological threat in physics
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Brian Galla, PhD
Organizational Affiliation
University of Pittsburgh
Official's Role
Principal Investigator
First Name & Middle Initial & Last Name & Degree
Timothy Nokes-Malach, PhD
Organizational Affiliation
University of Pittsburgh
Official's Role
Principal Investigator
Facility Information:
Facility Name
University of Pittsburgh
City
Pittsburgh
State/Province
Pennsylvania
ZIP/Postal Code
15260
Country
United States
12. IPD Sharing Statement
Plan to Share IPD
Yes
IPD Sharing Plan Description
Deidentified data and materials required to reproduce results reported in publications will be available to researchers.
IPD Sharing Time Frame
Data, materials, and analytic code required to reproduce results will be shared upon publication.
IPD Sharing Access Criteria
Data, materials, and analytic code will be shared on Open Science Framework (or other online repository).
Learn more about this trial
Promoting Stress Management and Engagement in Introductory Physics Courses With Mindfulness and Relaxation
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