12/16/2023 0 Comments 15 steps of the mindup programDespite the growing support of MBIs for adults, youth may not benefit in the same ways or to the same extent as adults. There is some indication that MBIs can improve cognitive and socio-emotional outcomes, but no support for improvement in behavior or academic achievement. What do the findings in this review mean?įindings from this review indicate mixed effects of MBIs in schools. There was little heterogeneity for all outcomes, besides behavioral outcomes, suggesting that the interventions produced similar results across studies on cognitive, socio-emotional and academic outcomes despite the interventions being quite diverse. What are the main results in this review? The review summarizes 61 studies and synthesizes 35 studies, with a total of 6,207 student participants. This Campbell systematic review examines the effectiveness of school-based MBIs on cognition, behavior, socio-emotional outcomes and academic achievement. Interventions ranged in duration (4-28 weeks) and number of sessions (6-125 sessions) and frequency of meetings (once every two weeks to five times a week). All interventions were conducted in a group format. Most of the studies were carried out in North America, and others in Asia, Europe and Canada. Study populations include preschool, primary and secondary school students.Ī total of 61 studies are included in the review, but only the 35 randomized or quasi-experimental studies are used in the meta-analysis. Included studies used a randomized controlled trial, quasi-experimental, single group pre-post test or single subject design and reported at least one of these outcomes: cognition, academic performance, behavior, socio-emotional, and physiological. MBIs are interventions that use a mindfulness component, broadly defined as “paying attention in a particularly way: on purpose, in the present moment, non-judgmentally”, often with other components, such as yoga, cognitive-behavioral strategies, or relaxation skills training. This review examines the effects of school-based MBIs on cognitive, behavioral, socio-emotional and academic achievement outcomes with youth in a primary or secondary school setting. Over the past several years, MBIs have received growing interest for use in schools to support socio-emotional development and improve behavior and academic achievement. With the diverse application and findings of positive effects of mindfulness practices with adults, as well as the growing popularity with the public, MBIs are increasingly being used with youth. Therefore, further evidence from independent evaluators is needed to be able to evaluate the effectiveness of this type of intervention. The studies are mostly of moderate to low quality. MBIs have small, positive effects on cognitive and socio-emotional processes but these effects were not seen for behavioral or academic outcomes. ![]() Schools are using MBI's to reduce student stress and anxiety and improve socio-emotional competencies, student behavior and academic achievement. The use of mindfulness-based interventions (MBIs) in schools has been on the rise. MBIs have a small, positive effect on cognitive and socio-emotional outcomes, but not a significant effect on behavioral and academic outcomes. ![]() Plain language summary Mindfulness-based interventions in schools have positive effects on cognitive and socio-emotional processes but do not improve behavior and academic achievement But there is not a significant effect on behavioral and academic outcomes. ![]() MBIs have a small, statistically significant positive effect on cognitive and socio-emotional outcomes. This Campbell systematic review examines the effectiveness of school-based Mindfulness-based interventions (MBIs) on cognition, behavior, socio-emotional outcomes and academic achievement.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |