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- Title
The influence of mindfulness-based interventions on the academic performance of students measured by their GPA. A systematic review and meta-analysis.
- Authors
Ostermann, Thomas; Pawelkiwitz, Martin; Cramer, Holger
- Abstract
Objective: Mindfulness-based interventions are increasingly used in health, economic and educational systems. There are numerous studies demonstrating the effectiveness of mindfulness-based interventions in the educational sectors (primary, secondary, and tertiary). This systematic review and meta-analysis assessed the current state of research on the effectiveness of mindfulness-based interventions on the academic performance of students as measured by their grade point average (GPA). Methods: Literature search was conducted in Psychology and Behavioral Sciences Collection, PsycARTICLES, PubMed, and Google Scholar through March 2022. The inclusion criteria were: (1) the use of GPA as a measure of students' academic performance, (2) a sample that was subjected to a mindfulness-based intervention without medical indication, (3) the student status of the subjects. Meta-analysis was conducted using a random effects model with the generic inverse variance method. Results: The search included a total of 759 studies, of which six randomized controlled trials met the inclusion criteria. In these trials, significant group differences for GPA were found with effect sizes ranging from d = 0.16-1.62 yielding a significant overall effect of d = 0.42 (95% CI: 0.15-0.69) and a low magnitude of heterogeneity of l² = 37%. Discussion: In conclusion, the first results of this emerging research field seem promising. However, the exact mechanisms of action are still unclear.
- Subjects
MINDFULNESS; ACADEMIC achievement; RANDOM effects model; GRADE point average; CLINICAL indications; PUBLICATION bias
- Publication
Frontiers in Behavioral Neuroscience, 2022, Vol 16, p1
- ISSN
1662-5153
- Publication type
Article
- DOI
10.3389/fnbeh.2022.961070