The DOI matches its Crossref record; 56 of the 56 references it cites were found in a registry or an index.
The future of mindfulness training is digital, and the future is now
Abstract
Digital mindfulness-based interventions (d-MBIs) present a promising path for the scalable dissemination of mindfulness instruction in the 21st century. Smartphone applications and web-based platforms can offer potential advantages over traditional face-to-face formats through enhanced accessibility, standardization, personalization, and efficacy of mindfulness training. A growing body of research has documented that a digital approach to teaching mindfulness can improve measures of attention, stress, depression, and anxiety. However, effective digital mindfulness instruction must overcome a variety of challenges, including the possibility of low engagement, shallow learning, and unaddressed obstacles or frustrations. Fortunately, best practices from multiple fields of research provide strategies to overcome these challenges.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Limitations of online interventions are relatively high dropout rates and more difficulty engaging participants compared to an in‐person intervention (Mrazek et al., 2019).”
From Mindfulness-based cognitive therapy for chronic noncancer pain and prescription opioid use disorder: A qualitative pilot study of its feasibility and the perceived process of change (2023) · cites this paper as Mrazek et al., 2019
In the citing paper
“Past research has suggested that there is a range of factors that influence adherence to digital MBIs [5], including accessibility (eg, across devices and populations with different needs), tailoring (eg, of content to individual needs), and difficulty (eg, sustaining attention).”
From Experiences of Using Digital Mindfulness-Based Interventions: Rapid Scoping Review and Thematic Synthesis (2023) · cites this paper as [5]
In the citing paper
“Despite such efficacy, there are numerous challenges in accessing and delivering MBIs, including geographical, logistical, and financial constraints as well as a lack of trained mindfulness teachers [5,6].”
From Experiences of Using Digital Mindfulness-Based Interventions: Rapid Scoping Review and Thematic Synthesis (2023) · cites this paper as [5]
In the citing paper
“In order to overcome the possible challenges of a digital MBI we applied some of the best recommended practices in digital learning suggested by Mrazek et al. (2019).”
From Feasibility of a Brief Online Mindfulness and Compassion-Based Intervention to Promote Mental Health Among University Students During the COVID-19 Pandemic (2021) · cites this paper as Mrazek et al., 2019
In the citing paper
“While this modality of MBI faces numerous challenges, they can be overcome as long as it is applied through some of the best practices in digital learning (Mrazek et al., 2019), like those considered in the current study.”
From Feasibility of a Brief Online Mindfulness and Compassion-Based Intervention to Promote Mental Health Among University Students During the COVID-19 Pandemic (2021) · cites this paper as Mrazek et al., 2019
Citations
Cites
Mindfulness-based interventions in context: Past, present, and future
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg016 · Cited by 8,615
Mindfulness-based interventions in context: Past, present, and future.
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg016 · Cited by 8,612
(2009) · US Department of Education · Cited by 3,654
(2000) · Cited by 2,779
Knowing What Students Know: The Science and Design of Educational Assessment
Pellegrino, J. W., Chudowsky, N., & Glaser, R. A. (2013) · Cited by 2,402
Clark, R. C., Mayer, R. E., & Thalheimer, W. (2003) · Performance Improvement Journal · doi:10.1002/pfi.4930420510 · Cited by 2,257
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004) · Review of Educational Research · doi:10.3102/00346543074003379 · Cited by 1,761
The Cambridge Handbook of Multimedia Learning
(2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369 · Cited by 1,735
Creswell, J. D. (2017) · Annual Review of Psychology · doi:10.1146/annurev-psych-042716-051139 · Cited by 1,702
Implicit theories, attributions, and coping: A meaning system approach.
Hong, Y.-Y., Chiu, C.-Y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.77.3.588 · Cited by 1,358
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009) · Review of Educational Research · doi:10.3102/0034654309333844 · Cited by 1,171
Interest Matters: The Importance of Promoting Interest in Education
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732216655542 · Cited by 695
Robins, R. W., & Pals, J. L. (2002) · Self and Identity · doi:10.1080/15298860290106805 · Cited by 644
(2009) · Indiana Magazine of History (Indiana University) · Cited by 599
Payne, H., Lister, C., West, J. H., & Bernhardt, J. M. (2015) · JMIR mhealth and uhealth · doi:10.2196/mhealth.3335 · Cited by 556
A randomised controlled trial of a brief online mindfulness-based intervention
Cavanagh, K., Strauss, C., Cicconi, F., Griffiths, N., Wyper, A., & Jones, F. (2013) · Behaviour Research and Therapy · doi:10.1016/j.brat.2013.06.003 · Cited by 350
Butcher, K. R. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.010 · Cited by 329
Economides, M., Martman, J., Bell, M. J., & Sanderson, B. (2018) · Mindfulness · doi:10.1007/s12671-018-0905-4 · Cited by 250
Internet-based mindfulness treatment for anxiety disorders: a randomized controlled trial
Boettcher, J., Åström, V., Påhlsson, D., Schenström, O., Andersson, G., & Carlbring, P. (2014) · Behavior Therapy · doi:10.1016/j.beth.2013.11.003 · Cited by 245
Lindsay, E. K., Young, S., Smyth, J. M., Brown, K. W., & Creswell, J. D. (2018) · Psychoneuroendocrinology · doi:10.1016/j.psyneuen.2017.09.015 · Cited by 226
Lindsay, E. K., Young, S., Smyth, J. M., Brown, K. W., & Creswell, J. D. (2017) · doi:10.31219/osf.io/4se5m · Cited by 226
Wang, K. H., Wang, T., Wang, W. L., & Huang, S. C. (2006) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00166.x · Cited by 202
Happier Healers: Randomized Controlled Trial of Mobile Mindfulness for Stress Management
Yang, E., Schamber, E., Meyer, R. M. L., & Gold, J. I. (2018) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2015.0301 · Cited by 197
Krusche, A., Cyhlarova, E., & Williams, J. M. G. (2013) · BMJ Open · doi:10.1136/bmjopen-2013-003498 · Cited by 192
Jayawardene, W. P., Lohrmann, D. K., Erbe, R. G., & Torabi, M. R. (2017) · Preventive Medicine Reports · doi:10.1016/j.pmedr.2016.11.013 · Cited by 185
Understanding Your Users: A Practical Guide to User Research Methods
Baxter, K. K., Courage, C., & Caine, K. E. (2015) · Cited by 166
Querstret, D., Cropley, M., & Fife‐Schaw, C. (2016) · Journal of Occupational Health Psychology · doi:10.1037/ocp0000028 · Cited by 164
Persistence of Women in Online Degree-Completion Programs
Müller, T. (2008) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v9i2.455 · Cited by 153
Moore, D. R. (2006) · Educational Technology Research and Development · doi:10.1007/s11423-006-8254-8 · Cited by 146
Noone, C., & Hogan, M. (2018) · BMC Psychology · doi:10.1186/s40359-018-0226-3 · Cited by 144
Puzziferro, M. J., & Shelton, K. (2008) · Online Learning · doi:10.24059/olj.v12i3.58 · Cited by 133
Spadaro, K. C., & Hunker, D. F. (2016) · Nurse Education Today · doi:10.1016/j.nedt.2016.02.006 · Cited by 132
Fish, J., Brimson, J., & Lynch, S. (2016) · Mindfulness · doi:10.1007/s12671-016-0548-2 · Cited by 126
Online-based Mindfulness Training Reduces Behavioral Markers of Mind Wandering
Bennike, I. H., Wieghorst, A., & Kirk, U. (2017) · Journal of Cognitive Enhancement · doi:10.1007/s41465-017-0020-9 · Cited by 110
Querstret, D., Cropley, M., & Fife-Schaw, C. (2018) · Mindfulness · doi:10.1007/s12671-018-0925-0 · Cited by 103
Mayer, R. E., & Jackson, J. (2005) · Journal of Experimental Psychology Applied · doi:10.1037/1076-898x.11.1.13 · Cited by 98
Mindfulness for pregnancy: a randomised controlled study of online mindfulness during pregnancy
Krusche, A., Dymond, M., Murphy, S. E., & Crane, C. (2018) · Midwifery · doi:10.1016/j.midw.2018.07.005 · Cited by 97
Persistence and the Adult Learner
Castles, J. (2004) · Active Learning in Higher Education · doi:10.1177/1469787404043813 · Cited by 95
Noone, C., & Hogan, M. (2016) · BMC Psychology · doi:10.1186/s40359-016-0122-7 · Cited by 86
Banerjee, M., Cavanagh, K., & Strauss, C. (2017) · Mindfulness · doi:10.1007/s12671-017-0740-z · Cited by 80
Banerjee, M., Cavanagh, K., & Strauss, C. (2018) · Mindfulness · doi:10.1007/s12671-017-0837-4 · Cited by 75
Sobczak, L. R., & West, L. M. (2013) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2011.08.005 · Cited by 70
Why Do Students Withdraw from Online Graduate Nursing and Health Studies Education?
Perry, B., Bowman, J., Care, W. D., Edwards, M., & Park, C. (2008) · The Journal of Educators Online · doi:10.9743/jeo.2008.1.2 · Cited by 65
Brief Online Mindfulness Training: Immediate Impact
Kemper, K. J. (2017) · Journal of Evidence-Based Complementary & Alternative Medicine · doi:10.1177/2156587216639199 · Cited by 60
Fichten, C. S., Asuncion, J. V., Barile, M., Fossey, M. E., & Simone, C. D. (2000) · Journal of Educational Television · doi:10.1080/1358165000250303 · Cited by 53
Gu, J., Cavanagh, K., & Strauss, C. (2018) · Mindfulness · doi:10.1007/s12671-017-0867-y · Cited by 40
Effect on Well-Being from an Online Mindfulness Intervention: “Mindful in May”
Bailey, N. W., Nguyen, J., Bialylew, E., Corin, S. E., Gilbertson, T., Chambers, R., & Fitzgerald, P. B. (2018) · Mindfulness · doi:10.1007/s12671-018-0910-7 · Cited by 40
Shore, R., Strauss, C., Cavanagh, K., Hayward, M., & Ellett, L. (2017) · Mindfulness · doi:10.1007/s12671-017-0774-2 · Cited by 31
Kenney, J. L., Hermens, A., & Clarke, T. (2004) · Education + Training · doi:10.1108/00400910410555286 · Cited by 26
A Tool for Life? Mindfulness as self-help or safe uncertainty
Moss, D., Waugh, M., & Barnes, R. (2008) · International Journal of Qualitative Studies on Health and Well-Being · doi:10.1080/17482620801939592 · Cited by 24
Multiple Perspectives on the Accessibility of E-Learning in Canadian Colleges and Universities
Asuncion, J. V., Fichten, C. S., Ferraro, V., Chwojka, C., Barile, M., Nguyen, M. N., & Wolforth, J. (2010) · Assistive Technology · doi:10.1080/10400430903519944 · Cited by 22
Stjernswärd, S., & Hansson, L. I. (2016) · Health & Social Care in the Community · doi:10.1111/hsc.12360 · Cited by 21
Stjernswärd, S., & Hansson, L. I. (2016) · Informatics for Health and Social Care · doi:10.1080/17538157.2016.1177533 · Cited by 20
Greene, D. S., Mullins, M. H., Baggett, P., & Cherry, D. J. (2017) · Journal of Baccalaureate Social Work · doi:10.18084/1084-7219.22.1.1 · Cited by 18
Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial
Grant, L. K., & Courtoreille, M. (2007) · The Psychological Record · doi:10.1007/bf03395576 · Cited by 14
Ralston, E. (2016) · e-space (Manchester Metropolitan University) · Cited by 2
Cited by
Sorted by citations
Paredes, M. R., Apaolaza, V., Fernandez-Robin, C., Hartmann, P., & Yañez-Martinez, D. (2021) · Personality and Individual Differences · doi:10.1016/j.paid.2020.110455 · Cited by 383
Mindfulness-Based Programs in the Workplace: a Meta-Analysis of Randomized Controlled Trials
Vonderlin, R., Biermann, M., Bohus, M., & Lyssenko, L. (2020) · Mindfulness · doi:10.1007/s12671-020-01328-3 · Cited by 259
“Across contexts, brief mindfulness training programs and digital interventions have become increasingly popular due to their advantages in accessibility and availability (Mrazek et al. 2019; Schumer et al. 2018).”
BackgroundVos, L. M. W., Habibović, M., Nyklíček, I., Smeets, T., & Mertens, G. (2021) · Psychiatry Research · doi:10.1016/j.psychres.2021.113927 · Cited by 152
González-García, M., Álvarez, J. C., Pérez, E. Z., Fernandez-Carriba, S., & López, J. G. (2021) · Mindfulness · doi:10.1007/s12671-021-01632-6 · Cited by 117
“While this modality of MBI faces numerous challenges, they can be overcome as long as it is applied through some of the best practices in digital learning (Mrazek et al., 2019), like those considered in the current study.”
BackgroundMethodMitsea, E., Drigas, A. S., & Skianis, C. A. (2023) · Behavioral Sciences · doi:10.3390/bs13121008 · Cited by 130
“A growing number of studies reason that innovative digital technologies may offer potential advantages over conventional training programs in terms of accessibility, standardization, personalization, and efficacy [21].”
Background
Metadata
- Authors
- Mrazek, A. J., Mrazek, M. D., Cherolini, C. M., Cloughesy, J. N., Cynman, D. J., Gougis, L. J., Landry, A. P., Reese, J. V., & Schooler, J. W.
- Affiliations
- University of California, Santa Barbara (US)
- Corresponding author
- Mrazek, Alissa J
- Mrazek, Michael D
- Venue
- Current Opinion in Psychology
- Publisher
- Elsevier BV
- Published
- 2019-08
- Volume
- 28
- Pages
- 81-86
- ISSN
- 2352-250X (ISSN-L)
- OpenAlex
- W2914263353
- Cited by
- 201
- References
- 54
- Citations by year
- 2026: 23 · 2025: 41 · 2024: 32 · 2023: 38 · 2022: 25 · 2021: 24 · 2020: 15 · 2019: 3
- FWCI
- 1.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Current Opinion in Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Department of Education’s Institute of Education Sciences (R305A170445)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Health Sciences › Health Professions › General Health Professions › Mobile Health and mHealth Applications
- Keywords
- mindfulness training, mobile application, web platform, user engagement, personalization, attention, stress, depression, anxiety
- MeSH terms
- Forecasting, Humans, Learning, Social Behavior, Telemedicine, Mindfulness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
