Top

Gepubliceerd in:

22-09-2023 | Review

Mental and Physical Health Impacts of Mindfulness Training for College Undergraduates: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Auteurs: Blair T. Johnson, Rebecca L. Acabchuk, Elisabeth A. George, William Nardi, Shufang Sun, Elena Salmoirago-Blotcher, Jodi Scharf, Eric B. Loucks

Gepubliceerd in: Mindfulness | Uitgave 9/2023

Abstract

Background

Universities increasingly offer mindfulness-based programs (MBPs) to improve student health and reduce their impact on overburdened psychological services. It is critical for evidence-based policy to determine for what health outcomes mindfulness programs are effective and under what conditions. Objectives were to (a) perform a comprehensive analysis of the effects of mindfulness interventions on physical, mental, and behavioral health outcomes in college undergraduate students, and (b) examine moderators of intervention effects to identify factors that may help improve existing university mindfulness programs and guide the design of new programs.

Method

Systematic searches of five databases identified MBP randomized controlled trials for undergraduate students, measuring any health outcome. Analyses using robust variance estimation focused on standardized mean differences for outcomes between groups and modeled through coded study features.

Results

The 58 studies in the review primarily focused on mental health with fewer assessments of physical health or health behaviors. Overall, mindfulness interventions significantly outperformed both active and inactive controls (p-values<.05), with the most marked effects on anxiety symptoms, depressive symptoms, and mindfulness; greater success appeared for clinical populations. Online programs performed equivalent to in-person, and non-MBPs were equivalent to MBPs after controlling for other factors. Publication bias and other quality issues also emerged.

Conclusions

Mindfulness programs improve well-being in college students, with the strongest evidence for reducing anxiety and depressive symptoms. More studies utilizing stronger methods are needed to evaluate mindfulness programs’ effects on additional health outcomes and online interventions in clinical populations.

Preregistration

The study protocol was preregistered (PROSPERO CRD42017052459).

volgende artikel A Mega-Analysis of the Relationship Between Breath Counting Test Performance and Subscales of the Five Facet Mindfulness Questionnaire

Alleen toegankelijk voor geautoriseerde gebruikers

*Ajilchi, B., Amini, H. R., Ardakani, Z. P., Zadeh, M. M., & Kisely, S. (2019). Applying mindfulness training to enhance the mental toughness and emotional intelligence of amateur basketball players. Australasian Psychiatry, 27(3), 291–296. https://doi.org/10.1177/1039856219828119CrossRefPubMed

*Alsaraireh, F. (2017). Mindfulness meditation versus physical exercise in the management of depression among nursing students. Journal of Nursing Education, 56(10), 599–604. https://doi.org/10.3928/01484834-20170918-04CrossRefPubMed

*Askari, S., Behroozi, N., & Abbaspoor, Z. (2018). The effect of mindfulness-based cognitive-behavioral therapy on premenstrual syndrome. Iranian Red Crescent Medical Journal, 20(2), 1–7. https://doi.org/10.5812/ircmj.57538CrossRef

*Astin, J. A. (1997). Stress reduction through mindfulness meditation. Effects on psychological symptomatology, sense of control, and spiritual experiences. Psychotherapy and Psychosomatics, 66(2), 97–106. https://doi.org/10.1159/000289116CrossRefPubMed

*Baker, E. A. (2019). Improving dating violence prevention programs on college campuses with mindfulness-based skills training: A randomized trial. (Unpublished doctoral dissertation). Kent State University.

Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1–32. https://doi.org/10.1016/j.edurev.2015.12.004CrossRef

*Beerse, M. E. (2018). Is there a biofeedback response to art therapy? A multidisciplinary approach for reducing anxiety and stress in college students. (Unpublished doctoral dissertation). The Florida State University.

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., & al, e. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077CrossRef

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons. https://doi.org/10.1002/9780470743386CrossRef

*Cairncross, M. (2019). The effects of an Internet-delivered mindfulness-based intervention on perceived stress, psychological symptoms, and emotion regulation. (Unpublished doctoral dissertation). University of Windsor (Canada).

Cairncross, M., & Miller, C. J. (2020). The effectiveness of mindfulness-based therapies for ADHD: A meta-analytic review. Journal of Attention Disorders, 24(5), 627–643. https://doi.org/10.1177/1087054715625301CrossRefPubMed

Center for Collegiate Mental Health. (2021). 2020 Annual Report (Publication No. STA 21-045). Center for Collegiate Mental Health.

*Chen, Y., Yang, X., Wang, L., & Zhang, X. (2013). A randomized controlled trial of the effects of brief mindfulness meditation on anxiety symptoms and systolic blood pressure in Chinese nursing students. Nurse Education Today, 33(10), 1166-1172. https://doi.org/10.1016/j.nedt.2012.11.014CrossRefPubMed

Chiodelli, R., de Mello, L. T. N., Jesus, S. N., & d., Beneton, E. R., Russel, T., & Andretta, I. (2022). Mindfulness-based interventions in undergraduate students: A systematic review. Journal of American College Health, 70(3), 791–800. https://doi.org/10.1080/07448481.2020.1767109CrossRefPubMed

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.

Conley, C. S., Durlak, J. A., & Dickson, D. A. (2013). An evaluative review of outcome research on universal mental health promotion and prevention programs for higher education students. Journal of American College Health, 61(5), 286–301. https://doi.org/10.1080/07448481.2013.802237CrossRefPubMed

Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological Medicine, 47(6), 990–999. https://doi.org/10.1017/S0033291716003317CrossRefPubMed

*Danitz, S. B., & Orsillo, S. M. (2014). The mindful way through the semester: An investigation of the effectiveness of an acceptance-based behavioral therapy program on psychological wellness in first-year students. Behavior Modification, 38(4), 549–566. https://doi.org/10.1177/0145445513520218CrossRefPubMed

*Davis, J. M., Mills, D. M., Stankevitz, K. A., Manley, A. R., Majeskie, M. R., & Smith, S. S. (2013). Pilot randomized trial on mindfulness training for smokers in young adult binge drinkers. BMC Complementary and Alternative Medicine, 13(1), 215. https://doi.org/10.1186/1472-6882-13-215CrossRef

Dawson, A. F., Brown, W. W., Anderson, J., Datta, B., Donald, J. N., Hong, K., Allan, S., Mole, T. B., Jones, P. B., & Galante, J. (2020). Mindfulness-based interventions for university students: A systematic review and meta-analysis of randomized controlled trials. Applied Psychology: Health and Well-Being, 12(2), 384–410. https://doi.org/10.1111/aphw.12188CrossRefPubMed

*de la Fuente, J., Mañas, I., Franco, C., Cangas, A. J., & Soriano, E. (2018). Differential effect of level of self-regulation and mindfulness training on coping strategies used by university students. International Journal of Environmental Research and Public Health, 15(10), 2230. https://doi.org/10.3390/ijerph15102230CrossRef

*de Vibe, M. L., Solhaug, I., Rosenvinge, J. H., Tyssen, R., Hanley, A., & Garland, E. (2018). Six-year positive effects of a mindfulness-based intervention on mindfulness, coping and well-being in medical and psychology students: Results from a randomized controlled trial. PLoS ONE, 13(4), 196053. https://doi.org/10.1371/journal.pone.0196053CrossRef

de Vibe, M. I., Bjørndal, A., Fattah, S., Dyrdal, G. M., Halland, E., & Tanner-Smith, E. E. (2017). Mindfulness-based stress reduction (MBSR) for improving health, quality of life and social functioning in adults: A systematic review and meta-analysis. Campbell Systematic Reviews, 13(1), 1–264. https://doi.org/10.4073/csr.2017.11CrossRef

*de Vibe, M. I., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sørlie, T., & Bjørndal, A. (2013). Mindfulness training for stress management: A randomised controlled study of medical and psychology students. BMC Medical Education, 13(1), 107. https://doi.org/10.1186/1472-6920-13-107CrossRef

*Delgado, L. C., Guerra, P., Perakakis, P., Vera, M. N., del Paso, G. R., Vila, J. (2010). Treating chronic worry: Psychological and physiological effects of a training programme based on mindfulness. Behaviour Research and Therapy, 48(9), 873-882. https://doi.org/10.1016/j.brat.2010.05.012CrossRefPubMed

*Delgado-Pastor, L. C., Ciria, L. F., Blanca, B., Mata, J. L., Vera, M. N., & Vila, J. (2015). Dissociation between the cognitive and interoceptive components of mindfulness in the treatment of chronic worry. Journal of Behavior Therapy and Experimental Psychiatry, 48, 192-199. https://doi.org/10.1016/j.jbtep.2015.04.001CrossRefPubMed

Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. Stuss & R. Knight (Eds.), Principles of frontal lobe function (pp. 466–503). Oxford University Press.CrossRef

*Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267. https://doi.org/10.1080/07448481.2017.1278605CrossRefPubMed

Eisenberg, D., Downs, M. F., Golberstein, E., & Zivin, K. (2009). Stigma and help seeking for mental health among college students. Medical Care Research and Review, 66(5), 522–541. https://doi.org/10.1177/1077558709335173CrossRefPubMed

*Falsafi, N. (2016). A randomized controlled trial of mindfulness versus yoga. Journal of the American Psychiatric Nurses Association, 22(6), 483-497. https://doi.org/10.1177/1078390316663307CrossRefPubMed

*Fleming, A. P., McMahon, R. J., Moran, L. R., Peterson, A. P., & Dreessen, A. (2015). Pilot randomized controlled trial of dialectical behavior therapy group skills training for ADHD among college students. Journal of Attention Disorders, 19(3), 260–271. https://doi.org/10.1177/1087054714535951CrossRefPubMed

*Forman, E. M., Shaw, J. A., Goldstein, S. P., Butryn, M. L., Martin, L. M., Meiran, N., Crosby, R. D., & Manasse, S. M. (2016). Mindful decision making and inhibitory control training as complementary means to decrease snack consumption. Appetite, 103, 176–183. https://doi.org/10.1016/j.appet.2016.04.014CrossRefPubMed

*Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., Lathia, N., Howarth, E., & Jones, P. B. (2018). A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): A pragmatic randomised controlled trial. The Lancet Public Health, 3(2), e72-e81. https://doi.org/10.1016/S2468-2667(17)30231-1CrossRefPubMed

*Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. Spanish Journal of Psychology, 17, e109. https://doi.org/10.1017/sjp.2014.102CrossRef

Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., Nugent, T. F., Herman, D. H., Clasen, L. S., Toga, A. W., Rapoport, J. L., & Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101CrossRef

Goyal, M., Singh, S., Sibinga, E. M. S., Gould, N. F., Rowland-Seymour, A., Sharma, R., Berger, Z., Sleicher, D., Maron, D. D., & Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018CrossRefPubMedPubMedCentral

*Greer, C. (2015). An online mindfulness intervention to reduce stress and anxiety among college students. (Unpublished doctoral dissertation). University of Minnesota.

*Gross, M. B., Moore, Z. E., Gardner, F. L., Wolanin, A. T., Pess, R., & Marks, D. R. (2018). An empirical examination comparing the mindfulness-acceptance-commitment (MAC) approach and psychological skills training (PST) for the mental health and sport performance of student athletes. International Journal of Sport and Exercise Psychology, 16(4), 431-451. https://doi.org/10.1080/1612197X.2016.1250802CrossRef

*Gu, Y., Xu, G., & Zhu, Y. (2018). A randomized controlled trial of mindfulness-based cognitive therapy for college students with ADHD. Journal of Attention Disorders, 22(4), 388–399. https://doi.org/10.1177/1087054716686183CrossRefPubMed

*Hazlett-Stevens, H., & Oren, Y. (2017). Effectiveness of mindfulness-based stress reduction bibliotherapy: A preliminary randomized controlled trial. Journal of Clinical Psychology, 73(6), 626–637. https://doi.org/10.1002/jclp.22370CrossRefPubMed

Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107–128. https://doi.org/10.3102/10769986006002107CrossRef

Hedges, L. V., Tipton, E., & Johnson, M. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1(1), 39–65. https://doi.org/10.1002/jrsm.5CrossRefPubMed

Heller, J. R., & Sarmiento, A. L. (2016). Health behaviors of culturally diverse inner-city community college students. Journal of American College Health, 64(8), 651–663. https://doi.org/10.1080/07448481.2016.1223674CrossRefPubMed

Higgins, J. P., Altman, D. G., Gotzsche, P. C., Juni, P., Moher, D., Oxman, A. D., Savovic, J., Schulz, K. F., Weeks, L., Sterne, J. A., & Cochrane Bias Methods Group, & Cochrane Statistical Methods Group. (2011). The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ, 343, d5928. https://doi.org/10.1136/bmj.d5928CrossRefPubMedPubMedCentral

Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559. https://doi.org/10.1177/1745691611419671CrossRefPubMed

Johnson, B. T., & Hennessy, E. A. (2019). Systematic reviews and meta-analyses in the health sciences: Best practice methods for research syntheses. Social Science & Medicine, 233, 237–251. https://doi.org/10.1016/j.socscimed.2019.05.035CrossRef

Johnson, B. T., & Huedo-Medina, T. B. (2011). Depicting estimates using the intercept in meta-regression models: The moving constant technique. Research Synthesis Methods, 2(3), 204–220. https://doi.org/10.1002/jrsm.49CrossRefPubMed

*Johnson-Waddell, D. (2018). Mindfulness meditation’s effect on college/university students’ mindfulness and transformational leadership. (Unpublished doctoral dissertation). Capella University.

*Jones, D. R., Lehman, B. J., Noriega, A., & Dinnel, D. L. (2019). The effects of a short-term mindfulness meditation intervention on coping flexibility. Anxiety, Stress and Coping, 32(4), 347–361. https://doi.org/10.1080/10615806.2019.1596672CrossRefPubMed

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delacorte.

*Kang, Y. S., Choi, S. Y., & Ryu, E. (2009). The effectiveness of a stress coping program based on mindfulness meditation on the stress, anxiety, and depression experienced by nursing students in Korea. Nurse Education Today, 29(5), 538–543. https://doi.org/10.1016/j.nedt.2008.12.003CrossRefPubMed

*Kar, P. C., Mukhtar, F., Ibrahim, N., Keng, S., & Sidik, S. M. (2015a). Effects of a brief mindfulness-based intervention program for stress management among medical students: The Mindful-Gym randomized controlled study. Advances in Health Sciences Education, 20(5), 1115–1134. https://doi.org/10.1007/s10459-015-9591-3CrossRef

*Kar, P. C., Mukhtar, F., Ibrahim, N., Shian-Ling, K., & Sidik, S. M. (2015b). Effects of a DVD-delivered MBI for stress reduction in medical students—A randomized controlled study. Education in Medicine Journal, 7(3), e8–e20. https://doi.org/10.5959/eimj.v7i3.369CrossRef

*Kaviani, H., Hatami, N., & Javaheri, F. (2012). The impact of mindfulness-based cognitive therapy (MBCT) on mental health and quality of life in a sub-clinically depressed population. Archives of Psychiatry and Psychotherapy, 1(14), 21–28.

Keating, X. D., Guan, J., Piñero, J. C., & Bridges, D. M. (2005). A meta-analysis of college students’ physical activity behaviors. Journal of American College Health, 54(2), 116–126. https://doi.org/10.3200/JACH.54.2.116-126CrossRefPubMed

*Kuhlmann, S. M., Huss, M., Bürger, A., & Hammerle, F. (2016). Coping with stress in medical students: Results of a randomized controlled trial using a mindfulness-based stress prevention training (MediMind) in Germany. BMC Medical Education, 16(1), 316. https://doi.org/10.1186/s12909-016-0833-8CrossRef

Kuyken, W., Warren, F. C., Taylor, R. S., Whalley, B., Crane, C., Bondolfi, G., Hayes, R., Huijbers, M., Ma, H., Schweizer, S., Segal, Z., Speckens, A., Teasdale, J. D., Heeringen, K. V., Williams, M., Byford, S., Byng, R., & Dalgleish, T. (2016). Efficacy of mindfulness-based cognitive therapy in prevention of depressive relapse. JAMA Psychiatry, 73(6), 565–574. https://doi.org/10.1001/jamapsychiatry.2016.0076CrossRefPubMed

*Levin, M. E., Haeger, J. A., Pierce, B. G., & Twohig, M. P. (2017a). Web-based acceptance and commitment therapy for mental health problems in college students: A randomized controlled trial. Behavior Modification, 41(1), 141–162. https://doi.org/10.1177/0145445516659645CrossRefPubMed

*Levin, M. E., Hayes, S. C., Pistorello, J., & Seeley, J. R. (2016). Web-based self-help for preventing mental health problems in universities: Comparing acceptance and commitment training to mental health education. Journal of Clinical Psychology, 72(3), 207–225. https://doi.org/10.1002/jclp.22254CrossRefPubMed

Levine, G. N., Lange, R. A., Bairey-Merz, C. N., Davidson, R. J., Jamerson, K., Mehta, P. K., Michos, E. D., Norris, K., Ray, I. B., Saban, K. L., Shah, T., Stein, R., & Smith, S. C. (2017b). Meditation and cardiovascular risk reduction. Journal of the American Heart Association, 6(10), e002218. https://doi.org/10.1161/JAHA.117.002218

Lipsey, M., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications.

Loucks, E. B., Rosenkranz, M. A., & Creswell, J. D. (2021). Harnessing life’s slings and arrows: The science and opportunities for mindfulness meditation during a global pandemic and beyond. Psychosomatic Medicine, 83(6), 497–502. https://doi.org/10.1097/PSY.0000000000000961CrossRefPubMedPubMedCentral

Loucks, E. B., Schuman-Olivier, Z., Britton, W. B., Fresco, D. M., Desbordes, G., Brewer, J. A., & Fulwiler, C. (2015). Mindfulness and cardiovascular disease risk: State of the evidence, plausible mechanisms, and theoretical framework. Current Cardiology Reports, 17(12), 1–11. https://doi.org/10.1007/s11886-015-0668-7CrossRef

Luo, J., Agley, J., Hendryx, M., Gassman, R., & Lohrmann, D. (2015). Risk patterns among college youth: Identification and implications for prevention and treatment. Health Promotion Practice, 16(1), 132–141. https://doi.org/10.1177/1524839914520702CrossRefPubMed

*Lyzwinski, L. N., Caffery, L., Bambling, M., & Edirippulige, S. (2019). The mindfulness app trial for weight, weight-related behaviors, and stress in university students: Randomized controlled trial. JMIR mHealth and uHealth, 7(4), e12210. https://doi.org/10.2196/12210CrossRef

*Marx, L. S. (2016). A mindful eating "app" for non-treatment-seeking university women with eating and weight concerns. (Unpublished doctoral dissertation). Emory University.

*McClain, L. (2017). Pilot randomized controlled trial of smartphone-delivered daily brief mindfulness practice for young adult smokers uninterested in quitting. (Unpublished doctoral dissertation). Fordham University.

*McClintock, A. S., Anderson, T., & Cranston, S. (2015). Mindfulness therapy for maladaptive interpersonal dependency: A preliminary randomized controlled trial. Behavior Therapy, 46(6), 865–868. https://doi.org/10.1016/j.beth.2015.08.002CrossRef

McConville, J., McAleer, R., & Hahne, A. (2017). Mindfulness training for health profession students—The effect of mindfulness training on psychological well-being, learning and clinical performance of health professional students: A systematic review of randomized and non-randomized controlled trials. Explore, 13(1), 26–45. https://doi.org/10.1016/j.explore.2016.10.002CrossRefPubMed

*McIndoo, C. C., File, A. A., Preddy, T., Clark, C. G., & Hopko, D. R. (2016). Mindfulness-based therapy and behavioral activation: A randomized controlled trial with depressed college students. Behaviour Research and Therapy, 77, 118–128. https://doi.org/10.1016/j.brat.2015.12.012CrossRefPubMed

*McMorran, K. E. (2018). Changes in attention and depressive symptoms following a brief, internet-delivered mindful breathing intervention in an undergraduate sample. (Unpublished doctoral dissertation). Catholic University of America.

*Mermelstein, L. C., & Garske, J. P. (2015). A brief mindfulness intervention for college student binge drinkers: A pilot study. Psychology of Addictive Behaviors, 29(2), 259–269. https://doi.org/10.1037/adb0000040CrossRefPubMed

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. https://doi.org/10.1016/j.jclinepi.2009.06.005CrossRefPubMed

*Mrazek, M. D., Mooneyham, B. W., Mrazek, K. L., & Schooler, J. W. (2016). Pushing the limits: Cognitive, affective, and neural plasticity revealed by an intensive multifaceted intervention. Frontiers in Human Neuroscience, 10, 117. https://doi.org/10.3389/fnhum.2016.00117

Nelson, M. C., Story, M., Larson, N. I., Neumark-Sztainer, D., & Lytle, L. A. (2008). Emerging adulthood and college-aged youth: An overlooked age for weight-related behavior change. Obesity, 16(10), 2205–2211. https://doi.org/10.1038/oby.2008.365

*Noone, C., & Hogan, M. J. (2018). A randomized active-controlled trial to examine the effects of an online mindfulness intervention on executive control, critical thinking and key thinking dispositions in a university student sample. BMC Psychology, 6(1), 13. https://doi.org/10.1186/s40359-018-0226-3CrossRef

O’Driscoll, M., Byrne, S., Gillicuddy, A. M., Lambert, S., & Sahm, L. J. (2017). The effects of mindfulness-based interventions for health and social care undergraduate students – A systematic review of the literature. Psychology, Health & Medicine, 22(7), 851–865. https://doi.org/10.1080/13548506.2017.1280178CrossRef

OECD Indicators. (2017). Education at a glance 2017. OECD Publishing. https://doi.org/10.1787/eag-2017-en

Ogden, C. L., Carroll, M. D., Lawman, H. G., Fryar, C. D., Kruszon-Moran, D., Kit, B. K., & Flegal, K. M. (2016). Trends in obesity prevalence among children and adolescents in the United States, 1988-1994 through 2013-2014. JAMA, 315(21), 2292–2299. https://doi.org/10.1001/jama.2016.6361CrossRefPubMedPubMedCentral

*Park, J. (2014). Randomized controlled trial for stress and anxiety management: biofeedback and mindfulness meditation. (Unpublished doctoral dissertation). California State University, Long Beach.

Proulx, J., Croff, R., Oken, B., Aldwin, C. M., Fleming, C., Bergen-Cico, D., Le, T., & Noorani, M. (2018). Considerations for research and development of culturally relevant mindfulness interventions in American minority communities. Mindfulness, 9(2), 361–370. https://doi.org/10.1007/s12671-017-0785-zCrossRefPubMed

*Ratanasiripong, P., Park, J. F., Ratanasiripong, N., & Kathalae, D. (2015). Stress and anxiety management in nursing students: Biofeedback and mindfulness meditation. Journal of Nursing Education, 54(9), 520–524. https://doi.org/10.3928/01484834-20150814-07CrossRefPubMed

Rogers, H., & Maytan, M. (2012). Mindfulness for the next generation: Helping emerging adults manage stress and lead healthier lives. Oxford University Press.CrossRef

SAMSHA. (2018). 2017-2018 National survey on drug use and health: Model-based prevalence estimates. https://www.samhsa.gov/data/

*Shapiro, S. L., Brown, K. W., Thoresen, C., & Plante, T. G. (2011). The moderation of mindfulness-based stress reduction effects by trait mindfulness: Results from a randomized controlled trial. Journal of Clinical Psychology, 67(3), 267–277. https://doi.org/10.1002/jclp.20761CrossRefPubMed

*Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Cultivating mindfulness: Effects on well-being. Journal of Clinical Psychology, 64(7), 840–862. https://doi.org/10.1002/jclp.20491CrossRefPubMed

*Shearer, A., Hunt, M., Chowdhury, M., & Nicol, L. (2016). Effects of a brief mindfulness meditation intervention on student stress and heart rate variability. International Journal of Stress Management, 23(2), 232–254. https://doi.org/10.1037/a0039814CrossRef

*Siembor, B. (2017). Exploring the effectiveness of a mindfulness training app for managing stress in a university student population: A pilot study. (Unpublished doctoral dissertation). Northeastern University.CrossRef

*Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86–90. https://doi.org/10.1016/j.nedt.2014.06.010CrossRefPubMed

Sparling, P. B. (2007). Obesity on campus: Preventing chronic disease. Public Health Research, Practice and Policy, 4, 1–4.

Stanley, T. D., & Doucouliagos, H. (2014). Meta-regression approximations to reduce publication selection bias. Research Synthesis Methods, 5(1), 60–78. https://doi.org/10.1002/jrsm.1095CrossRefPubMed

*Ștefan, C. A., Căpraru, C., & Szilágyi, M. (2018). Investigating effects and mechanisms of a mindfulness-based stress reduction intervention in a sample of college students at risk for social anxiety. Mindfulness, 9(5), 1509–1521. https://doi.org/10.1007/s12671-018-0899-yCrossRef

Sun, S., Goldberg, S. B., Loucks, E. B., & Brewer, J. A. (2021). Mindfulness-based interventions among people of color: A systematic review and meta-analysis. Psychotherapy Research, 32(3), 277–290. https://doi.org/10.1080/10503307.2021.1937369CrossRefPubMedPubMedCentral

*Symons, A. (2014). The prevention of eating disordered pathology in college-aged women: A longitudinal examination of cognitive dissonance and mindfulness-based interventions. (Unpublished doctoral dissertation). State University of New York at Binghamton.

Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–225. https://doi.org/10.1038/nrn3916CrossRefPubMed

*Tang, Y. Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., Yu, Q., Sui, D., Rothbart, M. K., Fan, M., & Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104(43), 17152–17156. https://doi.org/10.1073/pnas.0707678104CrossRef

*Tang, Y. Y., Tang, R., & Posner, M. I. (2013). Brief meditation training induces smoking reduction. Proceedings of the National Academy of Sciences, 110(34), 13971–13975. https://doi.org/10.1073/pnas.1311887110CrossRef

Tanner-Smith, E. E., & Tipton, E. (2014). Robust variance estimation with dependent effect sizes: Practical considerations including a software tutorial in Stata and SPSS. Research Synthesis Methods, 5(1), 13–30. https://doi.org/10.1002/jrsm.1091CrossRefPubMed

Tanner-Smith, E. E., Tipton, E., & Polanin, J. R. (2016). Handling complex meta-analytic data structures using robust variance estimates: A tutorial in R. Journal of Developmental and Life-Course Criminology, 2(1), 85–112. https://doi.org/10.1007/s40865-016-0026-5CrossRef

*Thomas, J., Raynor, M., & Bahussain, E. (2016). Stress reactivity, depressive symptoms, and mindfulness: A Gulf Arab perspective. International Perspectives in Psychology: Research, Practice, Consultation, 5(3), 156–166. https://doi.org/10.1037/ipp0000055CrossRef

Tran, U. S., Birnbaum, L., Burzler, M. A., Hegewisch, U. J., Ramazanova, D., & Voracek, M. (2022). Self-reported mindfulness accounts for the effects of mindfulness interventions and nonmindfulness controls on self-reported mental health: A preregistered systematic review and three-level meta-analysis of 146 randomized controlled trials. Psychological Bulletin, 148(1-2), 86–106. https://doi.org/10.1037/bul0000359CrossRef

Twenge, J. M., Gentile, B., DeWall, N. C., Ma, D., Lacefield, K., & Schurtz, D. R. (2010). Birth cohort increases in psychopathology among young Americans, 1938–2007: A cross-temporal meta-analysis of the MMPI. Clinical Psychology Review, 30(2), 145–154. https://doi.org/10.1016/j.cpr.2009.10.005CrossRefPubMed

Unwin, K. B., Goodie, J., Reamy, B. V., & Quinlan, J. (2013). Care of the college student. American Family Physician, 88(9), 596–604.PubMed

van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., Meissner, T., Lazar, S. W., Kerr, C. E., Gorchov, J., Fox, K. C. R., Field, B. A., Britton, W. B., Brefczynski-Lewis, J. A., & Meyer, D. E. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://doi.org/10.1177/1745691617709589CrossRefPubMed

Wallace, B. C., Small, K., Brodley, C. E., Lau, J., & Trikalinos, T. A. (2012). Deploying an interactive machine learning system in an evidence-based practice center: abstrackr. In Proceedings of the 2nd ACM SIGHIT international health informatics symposium (pp. 819–824). https://doi.org/10.1145/2110363.2110464CrossRef

Weinstock, J. (2010). A review of exercise as intervention for sedentary hazardous drinking college students: Rationale and issues. Journal of American College Health, 58(6), 539–544. https://doi.org/10.1080/07448481003686034CrossRefPubMed

*Yamaji, H. (2016). Effects of mindful somatic psychoeducation for Japanese college students. (Unpublished doctoral dissertation). The Chicago School of Professional Psychology.

*Ye, H. (2017). Impact of mindfulness-based stress reduction (MBSR) on students’ social anxiety: A randomized controlled trial. NeuroQuantology, 15(4), 101–106. https://doi.org/10.14704/nq.2017.15.4.1134CrossRef

Titel: Mental and Physical Health Impacts of Mindfulness Training for College Undergraduates: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
Auteurs: Blair T. Johnson
Rebecca L. Acabchuk
Elisabeth A. George
William Nardi
Shufang Sun
Elena Salmoirago-Blotcher
Jodi Scharf
Eric B. Loucks
Publicatiedatum: 22-09-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 9/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02212-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Background

Method

Results

Conclusions

Preregistration

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2023

The Mindfulness-Based Kindness Curriculum for Preschoolers: An Applied Multi-Site Randomized Control Trial

A Mega-Analysis of the Relationship Between Breath Counting Test Performance and Subscales of the Five Facet Mindfulness Questionnaire

Dynamic and Bidirectional Relation Between Mindfulness and Procrastination Among Female College Students

Embracing the Ebb and Flow of Life: A Latent Profile Analysis of Impermanence and its Association with Mental Health Outcomes Among Chinese University Students

Validation of the Observing Scale in Chinese Populations

Correction to: Dose–response Relationship of Reported Lifetime Meditation Practice with Mental Health and Wellbeing: a Cross-sectional Study