Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan

The influences of mindfulness on high-stakes mathematics test achievement of middle school students

Research has shown that mindfulness can reduce students' negative emotions associated with high-stakes tests and thereby improve test performance. This study explored the association between mindfulness-based intervention (MBI) and high-risk math test scores of middle school students, which is noticeably slim in the domain of mathematics education, through a mediating process involving math-specific test anxiety and math self-efficacy. Using data from a sample of 45 students, age 12-13, we found empirical support for a significant positive correlation between mindfulness and middle school students' math achievement. Participants listened to a mindfulness audio every other week before a mathematics test. Weekly mathematics test scores, student group discussion data, and in-depth interview data were analyzed to explore how mindfulness affected students' mathematics test performance, which showed a statistically significant improvement after mindfulness compared to mathematics achievement without the intervention. Our results indicate that mindfulness can relieve mathematics anxiety symptoms, including physiological manifestations, test-unrelated thinking and worries, and problem-solving obstacles caused by mathematics anxiety. Also, mindfulness, especially its non-judgmental attitude, positively affects students' mathematical self-efficacy. The current research provides evidence of the mindfulness intervention's efficacy for improving middle school mathematics test performance but also identifies the complexities of implementing it with large numbers of students.

Online Mindfulness Intervention, Mental Health and Attentional Abilities: A Randomized Controlled Trial in University Students During COVID-19 Lockdown

The COVID-19 pandemic has led to worldwide restrictive measures, raising concerns about mental health in young adults who were not particularly vulnerable to the virus itself. This study investigated the impact of these restrictions on mental and cognitive health of university students, and tested the efficacy of a brief online mindfulness meditation intervention in countering psychological distress and improving attentional abilities. Ninety-six university students forced into remote learning due to COVID-19 pandemic restrictions and with no experience in meditation were randomly assigned to either a passive control group (n = 48) or to an experimental group (n = 48) following daily, for 17 days, an online mindfulness intervention (10–20 min per day). Due to drop-out, 38 participants in each group were finally analyzed. Pre- and post-tests assessed participants’ mental health (psychological well-being, depression, anxiety, stress) and attentional abilities. The analysis of baseline data in comparison with normative scores and pre-pandemic statistics confirmed the expected psychological distress, but it did not reveal any attentional deficits in our participants. Pre-post change scores analyses showed a reduction in stress (p = 0.006, η_p² = 0.10), anxiety (p = 0.002, η_p² = 0.13), and depression (p = 0.025, η_p² = 0.07), and an improvement in well-being (p = 0.013, η_p² = 0.12) in the experimental group, but not in the control group. In both groups, no significant effect was found on attentional abilities. Our results confirmed the psychological vulnerability of higher education students in the midst of the remote learning period during the second COVID-19 lockdown in France, while suggesting preservation of attentional functioning. Although the tested mindfulness intervention did not enhance the attentional abilities in already good performing students, it did promote their mental health. This study offers additional evidence on the feasibility and efficacy of mindfulness-based interventions in students during psychologically straining periods, like the COVID-19 pandemic.

Teaching meditation to college students within an historical and cultural context: A qualitative analysis of undergraduate reflections on contemplative practice

There is a growing interest in contemplative practices in higher education. Researchers have explored the use of meditation to address the increasing requests for counseling and as a resource for improving student mental health. Contemplative practices have also been incorporated into the fundamental learning objectives in some US universities. This study of teaching methods uses first-person narratives from twenty-three 10-week seminars to examine how meditation practice benefited undergraduate students at a large public university in the US. The seminar, “Contemporary American Buddhism: How Meditation Became a Part of the Mainstream,” provided meditation instruction within an historical and cultural context and was taught over a nine-year period. Four hundred undergraduates’ reflective writings were included in this study. During the seminars, students participated in structured in-class meditations, practiced mindfulness exercises, read contemporary texts, viewed recent media and wrote reflective exercises. Students learned how meditation has been adapted for contemporary society, engaged in critical thinking, and reflected on their experiences. An examination of their narrative self-reports indicates outcomes similar to studies using highly structured meditation protocols; an improvement in overall well-being, lessened anxiety, better focus and increased emotional control. This study of teaching methodology also shows that students expressed a desire to continue the practice once the seminar was complete. The results suggest that a structured and systematic investigation of this teaching model would add significantly to the discussion on how to teach contemplative practice to college students.

The Effect of a Mindfulness-Based Education Program on Brain Waves and the Autonomic Nervous System in University Students

BACKGROUND

Mindfulness, defined as the awareness emerging from purposefully paying attention to the present moment, has been shown to be effective in reducing stress and, thus, promoting psychological well-being. This study investigated the effects of a mindfulness-based education program on mindfulness, brain waves, and the autonomic nervous system (ANS) in university students in Korea.

METHODS

This study is a quantitative and experimental research with a single-group pre-post design. Six sessions of mindfulness-based intervention were applied. In total, 42 students completed a mindfulness questionnaire before and after the intervention, and 28 among them completed pre-intervention and post-intervention measures of brain waves and ANS.

RESULTS

The level of mindfulness increased in the participants after intervention. Regarding brain waves, the alpha and theta waves increased, but the beta waves decreased. There was no significant difference in the ANS, presenting no change in heart rate variability.

CONCLUSIONS

We identified the positive effects of the mindfulness-based education program for university students. The findings indicate that this program may help students not only relax, but also generate a mindfulness state in stressful situations, potentially leading to a successful university life. This study can be used as a basis for quality improvement and sustainability of mindfulness-based education programs for university students.

Mindfulness, cognitive functioning, and academic achievement in college students:the mediating role of stress

Higher trait mindfulness may be associated with better cognitive functioning and academic achievement in college students. Although mediating mechanisms are unclear, lower stress levels could explain this relationship. Participants: Cross-sectional online survey (n = 534; 33% non-white; Apr 2018 - Sep 2019). Path analysis tested Perceived Stress as a mediator between specific facets of trait mindfulness and three measures of self-reported cognitive functioning and academic achievement: Cognitive Abilities, Cognitive Concerns, and GPA. Perceived Stress fully or partially mediated the relationship between all facets of trait mindfulness and perceived cognitive functioning. Only Decentering, however, was associated with higher GPA as a function of lower stress. Lower stress can explain the link between higher trait mindfulness and better cognitive functioning, but not necessarily academic achievement. Future research is needed to address causality, examine objective measures of cognitive functioning, and extend this explanatory model to mindfulness training.

Mindfulness-based programmes to reduce stress and enhance well-being at work: a realist review

OBJECTIVES

To understand how and why workplace mindfulness-based programmes (MBPs) work or do not work.

DESIGN

A realist review.

ELIGIBILITY CRITERIA FOR SELECTION

We considered any studies (experimental quasi-experimental, observational, qualitative and mixed-methods studies) of workplace MBPs as long as they provided data to explain our programme theories. All MBP formats and delivery modes were included.

ANALYSIS

Consistent with realist review methodology, we systematically screened and analysed data to explain how and why workplace MBPs work or do not work. These explanations were consolidated into a programme theory augmented by theories from organisational literature, such as conservation of resources theory.

RESULTS

Findings from 75 primary studies suggest that workplace MBPs enable participants (including healthcare professionals) to deal more skillfully with stressful events and improve their well-being. The mechanisms involved can be grouped around awareness/self-regulation, acceptance/compassion, feeling permitted to take care of self, sense of growth and promise of goal attainment. In order for professionals to invest in an MBP and benefit from it, it is important that they feel safe to engage with self-care at work and share emotional difficulties among peers. It is also important that employees are able to link the programme and its activities to existing goals and practices. Concerns of being non-productive, of not getting work done or of being exposed in front of colleagues can result in strategic use of brief mindfulness exercises, non-adherence or drop-out.

CONCLUSIONS

Simply offering an MBP to (healthcare) professionals in order to reduce stress and enhance well-being does not suffice. A supportive environment must exist in order for the programme's benefits to be reaped.

PROSPERO REGISTRATION NUMBER

CRD42018086280.

Does mindfulness-based intervention improve cognitive function?: A meta-analysis of controlled studies

Theoretical accounts and preliminary evidence suggest that Mindfulness-Based Interventions (MBIs) improve cognitive function, but reviews of empirical studies have provided mixed results. To clarify empirical evidence, we conducted a meta-analysis of 25 studies (n = 1439) and examined the effects of MBIs on four cognitive domains: attention, working memory, long-term memory, and executive function. The summary effect sizes indicate that MBIs produce non-significant effects on attention (SMD = 0.07), working memory (SMD = 0.16), and long-term memory (SMD = -0.12), while a small effect was observed for executive function (SMD = 0.29). Given significant heterogeneity across studies, we conducted meta-regression analyses with sample characteristics, age, number of treatment sessions, treatment duration, intervention type, control group type, and study design. We found moderating effects of intervention type on attention and executive function. Although the current study highlights preliminary evidence for improvements in executive function, overall results suggest non-significant findings for attention, working memory, and long-term memory. To draw a firm conclusion, further research is needed to address methodological challenges in meta-analysis and the limitations of existing studies.

Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales

Este estudio tiene un doble objetivo, por un lado, conocer las relaciones existentes entre REMIND (relajación, meditación y mindfulness) competencia emocional (CE) y rendimiento académico (RA) en adolescentes; por el otro, analizar si la CE hace el rol de mediador entre REMIND y RA. La muestra se compone de 1 120 estudiantes de educación secundaria y bachillerato (51.96% mujeres) con una media de edad de 14.27 (DE =1.64). El análisis estadístico consistió fundamentalmente en comprobar la adecuación de las variables en cada uno de los modelos de ecuación estructural propuestos. En primer lugar, se calcularon los modelos de medida para después calcular los modelos SEM. Los resultados mostraron unas buenas relaciones entre variables y unos indicadores de ajuste aceptables para los modelos de medida. Así mismo, en el modelo global la CE aparece también como mediador entre REMIND y RA. Se concluye que las influencias en el RA ejercidas por REMIND en los modelos analizados son indirectas, a través de las competencias emocionales. Como conclusión, se destaca la conveniencia de que los docentes ejerciten en el aula programas o, al menos, ejercicios de REMIND para potenciar las competencias emocionales del alumnado y mejorar su RA.

The impact of virtual reality meditation on college students’ exam performance

Advocates of meditation claim that it can improve various aspects of life, including health, attention, thinking, and learning. The purpose of this empirical, quantitative, between-subject study was twofold. First, it compared the effectiveness of meditation delivered through virtual reality versus video, as measured by students’ test scores. Second, the study provided insights on the use of meditation, whether via virtual reality or video, as a way to positively affect well-being. T-test analysis showed virtual reality meditation to be significantly more beneficial than video meditation. Students reported that meditation techniques delivered using either medium to be helpful in decreasing their pre-exam anxiety. This study has practical implications and offers evidence on the beneficial impact of VR meditation on students’ exam performance and anxiety levels.

Mindfulness Training Enhances Endurance Performance and Executive Functions in Athletes: An Event-Related Potential Study

Mindfulness interventions have been linked to improved sport performance and executive functions; however, few studies have explored the effects of mindfulness on sport performance and executive functions simultaneously. This study sought to examine whether a mindfulness training program would affect both the endurance performance and executive functions of athletes. In addition, event-related potentials (ERPs) associated with the Stroop task were assessed to investigate the potential electrophysiological activation associated with the mindfulness training. Applying a quasiexperimental design, forty-six university athletes were recruited and assigned into a five-week mindfulness training program or a waiting list control group. For each participant, the mindfulness level, endurance performance assessed by a graded exercise test, executive functions assessed via Stroop task, and N2 component of ERPs were measured prior to and following the 5-week intervention. After adjusting for the preintervention scores as a covariate, it was found that the postintervention mindfulness level, exhaustion time, and Stroop task accuracy scores, regardless of task condition, of the mindfulness group were higher than those of the control group. The mindfulness group also exhibited a smaller N2 amplitude than the control group. These results suggest that the five-week mindfulness program can enhance the mindfulness level, endurance performance, and multiple cognitive functions, including executive functions, of university athletes. Mindfulness training may also reduce conflict monitoring in neural processes.

Mindfulness Training for Improving Attention Regulation in University Students: Is It Effective? and Do Yoga and Homework Matter?

The present study examined the effects of mindfulness training on attention regulation in university students and whether the potential benefits of implementation are influenced by the yoga component of mindfulness-based interventions (MBIs) and/or by MBI homework practice. In a non-randomized trial with pre- and post-assessments, n = 180 university students were allocated to either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group). Mindfulness was taught through two MBIs, one including yoga and the other excluding yoga. Attention regulation was operationalized via behavioral indicators, namely sustained attention, cognitive flexibility, cognitive inhibition, and data-driven information processing. With the exception of speed in a cognitive flexibility task, the results indicated no systematic or differential advantage arising from mindfulness training, with or without yoga, regarding the aspects of attention regulation. There was no consistent influence of homework quantity or quality. The implications for mindfulness training in academic contexts are discussed.

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students' effective learning.