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Malboeuf-Hurtubise C, Taylor G, Mageau GA. Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Front Psychol. 2019;10:2715doi: 10.3389/fpsyg.2019.02715.
Malboeuf-Hurtubise, C., Taylor, G., & Mageau, G. A. (2019). Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Frontiers in psychology, 102715. https://doi.org/10.3389/fpsyg.2019.02715
Malboeuf-Hurtubise, Catherine, et al. "Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial." Frontiers in psychology vol. 10 (2019): 2715. doi: https://doi.org/10.3389/fpsyg.2019.02715
Malboeuf-Hurtubise C, Taylor G, Mageau GA. Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Front Psychol. 2019 Dec 06;10:2715. doi: 10.3389/fpsyg.2019.02715. eCollection 2019. PMID: 31920787; PMCID: PMC6915072.
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Front Psychol. 2019 Dec 06;10:2715. doi: 10.3389/fpsyg.2019.02715. eCollection 2019.

Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial.

Frontiers in psychology

Catherine Malboeuf-Hurtubise, Geneviève Taylor, Geneviève A Mageau

Affiliations

  1. Department of Psychology, Bishop's University, Sherbrooke, QC, Canada.
  2. Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, QC, Canada.
  3. Department of Psychology, Université de Montréal, Montreal, QC, Canada.

PMID: 31920787 PMCID: PMC6915072 DOI: 10.3389/fpsyg.2019.02715

Abstract

BACKGROUND: Mindfulness is hypothesized to lead to more realistic appraisals of the three basic psychological needs, which leads people to benefit from high levels of need satisfaction or helps them make the appropriate changes to improve need satisfaction. Mindfulness-based interventions (MBIs) have also shown promise to foster greater basic psychological need satisfaction in students with learning disabilities (LDs).

OBJECTIVE: The goal of the present study was to evaluate the impact of a MBI on the satisfaction of the basic psychological needs and on internalized symptoms in students with severe LDs. A randomized cluster trial was implemented to compare the progression of need satisfaction, anxiety, and depression symptoms in participants pre- to post-intervention and at follow-up.

METHOD: Elementary school students with severe LDs (

RESULTS: Mixed ANOVAs first showed that the experimental condition did not moderate change over time such that similar effects were observed in the experimental and active control groups. Looking at main effects of time on participants' scores of autonomy, competence, and relatedness across time, we found a significant within-person effect for the competence need (

CONCLUSION: Although the MBI seemed useful in increasing the basic psychological need of competence and decreasing anxiety symptoms in students with severe LDs, it was not more useful than the active control intervention that was used in this project. Future studies should verify that MBIs have an added value compared to other types of interventions that can be more easily implemented in school-based settings.

Copyright © 2019 Malboeuf-Hurtubise, Taylor and Mageau.

Keywords: anxiety; autonomy; basic psychological need satisfaction; competence; depression; mindfulness; relatedness; severe learning disabilities

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