AUTHOR=Ostermann Thomas , Pawelkiwitz Martin , Cramer Holger
TITLE=The influence of mindfulness-based interventions on the academic performance of students measured by their GPA. A systematic review and meta-analysis
JOURNAL=Frontiers in Behavioral Neuroscience
VOLUME=16
YEAR=2022
URL=https://www.frontiersin.org/journals/behavioral-neuroscience/articles/10.3389/fnbeh.2022.961070
DOI=10.3389/fnbeh.2022.961070
ISSN=1662-5153
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 I2 = 37%.
Discussion: In conclusion, the first results of this emerging research field seem promising. However, the exact mechanisms of action are still unclear.