The Effects of Mindfulness-Based Intervention on Cognitive Functions in Tertiary Students: A Systematic Review and Meta-Analysis

IF 2.1 3区心理学 Q2 PSYCHOLOGY, EXPERIMENTAL

Applied Cognitive Psychology Pub Date : 2025-05-04 DOI:10.1002/acp.70056

Freda Jia Xin Jong, Alvin Lai Oon Ng, Cheng Kar Phang, Safa Omran, Siew Li Teoh

{"title":"The Effects of Mindfulness-Based Intervention on Cognitive Functions in Tertiary Students: A Systematic Review and Meta-Analysis","authors":"Freda Jia Xin Jong, Alvin Lai Oon Ng, Cheng Kar Phang, Safa Omran, Siew Li Teoh","doi":"10.1002/acp.70056","DOIUrl":null,"url":null,"abstract":"Mindfulness-based interventions (MBIs) are secular trainings shown to enhance cognitive function, but their effectiveness among tertiary students has not been critically evaluated. This review synthesized evidence from randomized controlled trials on the impact of MBIs on cognitive improvement in tertiary students. Databases including Medline and Embase were searched for randomized controlled trials. Twenty-six trials were included, with 17 pooled for meta-analysis. Participants, mostly without mental health issues or prior meditation experience, underwent cognitive assessments on attention, memory, executive function, perception, and learning. The MBIs ranged from one session to 8 weeks in duration. The evidence quality was generally low. Significant improvements were found in the “orienting” subdomain of attention (MD −8.12, 95% CI: −14.18, −2.05) and “episodic memory”: (SMD 0.93, 95% CI: 0.32, 1.53). These findings suggest that MBIs can enhance attention and memory in tertiary students, indicating potential benefits of integrating mindfulness training into university education systems.Trial Registration: PROSPERO: CRD42020170393.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70056","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Cognitive Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/acp.70056","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

Mindfulness-based interventions (MBIs) are secular trainings shown to enhance cognitive function, but their effectiveness among tertiary students has not been critically evaluated. This review synthesized evidence from randomized controlled trials on the impact of MBIs on cognitive improvement in tertiary students. Databases including Medline and Embase were searched for randomized controlled trials. Twenty-six trials were included, with 17 pooled for meta-analysis. Participants, mostly without mental health issues or prior meditation experience, underwent cognitive assessments on attention, memory, executive function, perception, and learning. The MBIs ranged from one session to 8 weeks in duration. The evidence quality was generally low. Significant improvements were found in the “orienting” subdomain of attention (MD −8.12, 95% CI: −14.18, −2.05) and “episodic memory”: (SMD 0.93, 95% CI: 0.32, 1.53). These findings suggest that MBIs can enhance attention and memory in tertiary students, indicating potential benefits of integrating mindfulness training into university education systems.

Trial Registration: PROSPERO: CRD42020170393.

Abstract Image

查看原文本刊更多论文

正念干预对大学生认知功能的影响：系统回顾与元分析

正念干预（MBIs）是一种长期训练，可以增强认知功能，但其在大学生中的有效性尚未得到严格评估。本综述综合了来自随机对照试验的证据，研究了MBIs对大学生认知改善的影响。检索了包括Medline和Embase在内的随机对照试验数据库。纳入26项试验，其中17项纳入荟萃分析。参与者大多没有心理健康问题或先前的冥想经验，他们对注意力、记忆力、执行功能、感知和学习进行了认知评估。mbi的持续时间从一个疗程到8周不等。证据质量普遍较低。在注意力的“定向”子域（MD: - 8.12, 95% CI: - 14.18, - 2.05）和“情景记忆”（SMD: 0.93, 95% CI: 0.32, 1.53）中发现了显著的改善。这些发现表明，正念训练可以增强大学生的注意力和记忆力，表明将正念训练纳入大学教育体系的潜在好处。试验注册号：PROSPERO: CRD42020170393。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Applied Cognitive Psychology PSYCHOLOGY, EXPERIMENTAL-

CiteScore

4.30

自引率

8.30%

发文量

111

期刊介绍： Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.