A randomized controlled trial of mindfulness: effects on academic stress, academic burnout, and psychological resilience in university students

Introduction Academic stress, academic burnout, and reduced psychological resilience are prevalent among university students, particularly during examination periods. This study evaluated the effectiveness of an 8-week structured mindfulness training program in improving these outcomes. Methods A randomized controlled trial (RCT) was conducted with 153 undergraduate and graduate students who were randomly assigned to a mindfulness intervention group ( n = 77) or a minimal-contact control group ( n = 76). Intention-to-treat (ITT) analysis was performed using linear mixed models with likelihood-based estimation under the missing-at-random assumption. Results At the primary endpoint (Week 8), the intervention group showed significantly lower academic stress compared with the control group ( B = 14.79, 95% CI [12.96, 16.62], p < 0.001, Cohen's d = −1.89). Secondary outcomes demonstrated parallel benefits, including reduced academic burnout ( B = 11.31, 95% CI [8.62, 14.00], p < 0.001, d = −1.26) and increased psychological resilience ( B = −18.42, 95% CI [−20.94, −15.90], p < 0.001, d = 2.02). These effects were largely sustained at the 2-week follow-up. Discussion The findings indicate that structured mindfulness training significantly decreases academic stress and burnout while enhancing psychological resilience among Chinese university students. These results support the value of integrating mindfulness-based programs into higher education mental health initiatives.