Multilevel meta-analysis of school mindfulness-based intervention programs in Spain

  1. María José Arenilla Villalba
  2. David Alarcón
  3. María Amapola Povedano Díaz
Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2022

Volume: 27

Issue: 2

Pages: 109-117

Type: Article

DOI: 10.1016/J.PSICOE.2022.05.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Sustainable development goals

Abstract

Numerous studies support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings have found significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, no meta-analyses have evaluated the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses was performed through March 2022, with randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g = 0.62), and significant effect sizes were obtained for all dimensions except for the mindfulness skills dimension, which included the following variables: personal and social development (g = 0.84), mood states (g = 0.44), cognitive functions (g = 0.67), emotional intelligence (g = 0.61), emotional and behavioral adjustment (g = 0.54), and mindfulness skills (g = 0.51). The analysis of the moderating variables showed that all the MBI types analyzed have significant effects, especially among the older participants, and that engaging in home practice and increasing the session duration in minutes improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.

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