A Comparison of Online and In-Person MBI Classes on Self-Compassion and Creativity

Research on mindfulness-based interventions (MBIs) has increasingly highlighted their influence on creativity and self-compassion. Diverse MBIs have been applied to different populations, including STEM-focused college students. During the COVID-19 pandemic, online MBIs were introduced as substitutes for in-person format MBIs, yet few studies have evaluated the comparative effects of both formats. This study examines the effects of both online (n = 19) and in-person (n = 27) MBI academic classes at a STEM college in South Korea. The Kaufmann Domains of Creativity Scale (K-DOCS) and the Self-Compassion Scale (SCS) were employed to measure participants' creativity and self-compassion. With a one-year gap between the two formats, pre- and post-K-DOCS and SCS data were collected and statistically analyzed. Our main findings are as follows: a) Contrary to our expectations, the pre/post t-tests did not show a significant change in either format of MBIs. b) Silver's test revealed that Pearson's correlation between self/everyday, scholarly, and other subscales significantly increased after MBIs. This trend was consistent in both online and in-person MBI classes. c) The impact of gender on the self/everyday subscale varied between online and in-person MBIs. In both formats, the relationship between gender and the self/everyday subscale diminished after the MBIs. These findings suggest that students' distinctive interpersonal and intrapersonal creativity significantly influences other facets of creativity and self-compassion through MBI, therefore instructional strategies for student groupings based on it appear essential. Additionally, MBI may serve as a tool to mitigate gender-based creativity disparities in STEM colleges. Future research warrant comparison with a control group.