The influence of mindfulness-based interventions on the academic performance of students measured by their GPA. A systematic review and meta-analysis.

Autor/inn/en	Ostermann, Thomas; Pawelkiwitz, Martin; Cramer, Holger
Titel	The influence of mindfulness-based interventions on the academic performance of students measured by their GPA. A systematic review and meta-analysis. Gefälligkeitsübersetzung: Der Einfluss von achtsamkeitsbasierten Interventionen auf die akademische Leistung von Studenten, gemessen an ihrem Notendurchschnitt. Eine systematische Überprüfung und Meta-Analyse.
Quelle	In: Frontiers in behavioral neuroscience, 16 (2022) 961070, 10 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1662-5153
DOI	10.3389/fnbeh.2022.961070
Schlagwörter	Achtsamkeit; Therapieerfolg; Lernender; Erfolgskontrolle; Therapie; Studienleistung; Ergebnis; Intervention
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 I-2 = 37%. Discussion: In conclusion, the first results of this emerging research field seem promising. However, the exact mechanisms of action are still unclear. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1