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.
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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
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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
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
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