Mindfulness-Based Intervention on Psychological Factors Among Students: A Meta-Analytic Study

Mindfulness-Based Intervention on Psychological Factors Among Students: A Meta-Analytic Study

Mindfulness-based interventions have become a popular method for both clinical and non-clinical populations to reduce stress and increase well-being. This study presents the results of a meta-analysis that looked at the efficacy of mindfulness-based intervention in students. Systematic literature se...

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Bibliographic Details
Published in:Journal of rational-emotive and cognitive-behavior therapy Vol. 42; no. 2; pp. 279 - 304
Main Authors: Lal, Devika M., Vinod Kumar, S.
Format: Journal Article
Language:English
Published: New York Springer US 01-06-2024
Springer Nature B.V
Subjects:
Anxiety
Behavioral Science and Psychology
Clinical Psychology
Community and Environmental Psychology
Education
Efficacy
Intervention
Mental depression
Meta-analysis
Mindfulness
Occupational stress
Population studies
Psychiatry
Psychological aspects
Psychology
Public Health
Self compassion
Stress management
Students
Sympathy
Young adults
Mindfulness-based intervention
Self-compassion
Depression
Anxiety
Mindfulness
Stress
Meta-analysis
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Summary:Mindfulness-based interventions have become a popular method for both clinical and non-clinical populations to reduce stress and increase well-being. This study presents the results of a meta-analysis that looked at the efficacy of mindfulness-based intervention in students. Systematic literature search was carried out through PubMed, EBSCO, Proquest, Springer, and Google Scholar and identified 5461 studies. Retrieved 154 full-text articles and performed meta-analysis on 34 studies. The main variables identified to study the effectiveness of the intervention are anxiety, depression, mindfulness, stress, and self-compassion with their mean effect size as 0.48, 0.63, 0.83, 0.60, and 0.61 respectively. Heterogeneity was fairly high due to the wide range of studies. Significant effects of moderating variables such as the age of students, research design, and types of intervention were identified through moderator analysis. Findings from the study indicate that mindfulness-based intervention is effective for students to develop self-compassion and mindfulness at an early age as well as to reduce the symptoms of anxiety, depression, and stress in young adults.
ISSN:0894-9085
1573-6563
DOI:10.1007/s10942-023-00514-1