Role of Pomodoro Technique used in Virtual Study Halls (VSH) in Reducing Stress and Preventing Burnout Among Neurodivergent Students at NEIU : A mixed method approach.
Location
SU-003
Start Date
2-5-2025 10:10 AM
Department
Community and Public Health
Abstract
Introduction and Aim: The study aims to evaluate the effectiveness of the Pomodoro Technique used in Virtual Study Halls in reducing stress levels and preventing academic burnout among students at NEIU with more focus on Neurodivergent groups. By leveraging the potential of the Pomodoro Method, this research explores this increasingly popular study technique to optimize learning processes and promote social inclusion among students with diverse educational needs. Methods: In this study we used a mix method approach using both quantitative and qualitative data. Quantitative method of this study used pre and post intervention surveys which includes set of demographic questions and 3 standardized scales such as Student Stress Inventory (SSI), Mindful Attention Awareness Scale (MAAS), Maslach Burnout Inventory - Student Survey (MBI-SS) to measure change in stress level, academic performance and mindfulness before and after using the Pomodoro Technique. 10 eligible participants were invited for an individual interview of 30 minutes as a focus group. Results: Pomodoro Technique significantly reduced academic burnout and stress levels while also improving mindfulness level. Organizing tasks and taking pre-determined study breaks appeared to have mood benefits and being consistent with the study habits when compared with self regulating breaks. Self-regulating breaks among students have been longer and caused distress , fatigue , lack of concentration and motivation. These findings are consistent with prior research that structured breaks increase consistency and reduce procrastination. Implication: This research addresses the gap in the literature by exploring how structured time management strategies can increase focus , reduce stress and procrastination among students who struggle with time management , attention and face challenges in studying. This study contributes to evidence-based research in academic settings and helps to implement new policies for effective time and stress management among students with or without neurodiversity.
Faculty Sponsor
Christina Ciecierski
Role of Pomodoro Technique used in Virtual Study Halls (VSH) in Reducing Stress and Preventing Burnout Among Neurodivergent Students at NEIU : A mixed method approach.
SU-003
Introduction and Aim: The study aims to evaluate the effectiveness of the Pomodoro Technique used in Virtual Study Halls in reducing stress levels and preventing academic burnout among students at NEIU with more focus on Neurodivergent groups. By leveraging the potential of the Pomodoro Method, this research explores this increasingly popular study technique to optimize learning processes and promote social inclusion among students with diverse educational needs. Methods: In this study we used a mix method approach using both quantitative and qualitative data. Quantitative method of this study used pre and post intervention surveys which includes set of demographic questions and 3 standardized scales such as Student Stress Inventory (SSI), Mindful Attention Awareness Scale (MAAS), Maslach Burnout Inventory - Student Survey (MBI-SS) to measure change in stress level, academic performance and mindfulness before and after using the Pomodoro Technique. 10 eligible participants were invited for an individual interview of 30 minutes as a focus group. Results: Pomodoro Technique significantly reduced academic burnout and stress levels while also improving mindfulness level. Organizing tasks and taking pre-determined study breaks appeared to have mood benefits and being consistent with the study habits when compared with self regulating breaks. Self-regulating breaks among students have been longer and caused distress , fatigue , lack of concentration and motivation. These findings are consistent with prior research that structured breaks increase consistency and reduce procrastination. Implication: This research addresses the gap in the literature by exploring how structured time management strategies can increase focus , reduce stress and procrastination among students who struggle with time management , attention and face challenges in studying. This study contributes to evidence-based research in academic settings and helps to implement new policies for effective time and stress management among students with or without neurodiversity.