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Mindfulness

Gepubliceerd in:

05-05-2023 | REVIEW

Mindfulness and Academic Performance Meta-Analyses on Interventions and Correlations

Auteur: Paul Verhaeghen

Gepubliceerd in: Mindfulness | Uitgave 6/2023

Abstract

Objectives

The objective was to examine whether mindfulness interventions and trait mindfulness are associated with academic performance in students (first grade–college).

Method

Two three-level meta-analyses were conducted: (a) a meta-analysis comparing the effects of mindfulness interventions with those of control treatments (74 effect sizes from 29 studies); and (b) a meta-analysis comparing correlations between trait mindfulness and academic performance (84 effect sizes from 24 studies).

Results

Average effect sizes were significant (Hedges’ g = 0.31 for intervention studies, r between trait mindfulness and academic performance = 0.09). In-person classes yielded larger effect sizes, and so did interventions set up as separate classes rather than in-class sessions. Longer interventions yielded larger effects, but this effect only pertained to informal, at-home work; interventions with longer sessions resulted in stronger effects. The correlation between mindfulness and academic performance was largest for elementary-school children and not significant for college students.

Conclusions

Mindfulness interventions have a reliable effect on student’s academic performance, and higher levels of trait mindfulness are associated with higher academic performance. Little is, however, known about the mechanisms for these effects.

Preregistration

This study is not pre-registered.

vorige artikel Mindfulness-Based and Mindfulness-Informed Interventions at the Workplace: A Systematic Review and Meta-Regression Analysis of RCTs

volgende artikel A Critical Review of the Monitor and Acceptance Theory of Mindfulness

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Titel: Mindfulness and Academic Performance Meta-Analyses on Interventions and Correlations
Auteur: Paul Verhaeghen
Publicatiedatum: 05-05-2023
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 6/2023
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02138-z

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Abstract

Objectives

Method

Results

Conclusions

Preregistration

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