Mindfulness and foreign language achievement: a meta-analytic study on interventions and correlations.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2025-05-14 eCollection Date: 2025-01-01 DOI:10.3389/fpsyg.2025.1479462

Muzaffer Pınar Babanoğlu, Erkan Hasan Atalmış

{"title":"Mindfulness and foreign language achievement: a meta-analytic study on interventions and correlations.","authors":"Muzaffer Pınar Babanoğlu, Erkan Hasan Atalmış","doi":"10.3389/fpsyg.2025.1479462","DOIUrl":null,"url":null,"abstract":"Background: Mindfulness has recently gained attention for its potential to improve learning and teaching in foreign language education due to its ability to boost awareness and promote cognitive and emotional processes during language learning. To date, the significance of mindfulness has been investigated either through experimental studies with mindfulness interventions or correlational studies based on the connection between mindfulness scores and language learning. This article attempts to explore the overall effect sizes of (1) the impact of mindfulness interventions on foreign language achievement and (2) the relationship between mindfulness scale scores and language achievement through a meta-analytic review of the research perspective.Method: The meta-analysis includes experimental studies examining the effects of mindfulness interventions on foreign language performance and correlational studies examining the association between mindfulness scores and various aspects of language proficiency. From 10 countries, a total of 14 studies with 1039 participants for interventions and 9 studies with 2232 participants for correlational studies were tested through statistical meta-analysis procedures.Results: The findings showed that the mean effect sizes were significant (Hedges' g = 0.67 for intervention studies, r between mindfulness scores and academic achievement = 0.22), demonstrating the efficiency of mindfulness. No significance was found in the publication bias assessment and the moderator analysis on regional effect.Systematic review registration: The OSF link of the study: https://osf.io/2gxrq.","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1479462"},"PeriodicalIF":2.6000,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12117830/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1479462","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Background: Mindfulness has recently gained attention for its potential to improve learning and teaching in foreign language education due to its ability to boost awareness and promote cognitive and emotional processes during language learning. To date, the significance of mindfulness has been investigated either through experimental studies with mindfulness interventions or correlational studies based on the connection between mindfulness scores and language learning. This article attempts to explore the overall effect sizes of (1) the impact of mindfulness interventions on foreign language achievement and (2) the relationship between mindfulness scale scores and language achievement through a meta-analytic review of the research perspective.

Method: The meta-analysis includes experimental studies examining the effects of mindfulness interventions on foreign language performance and correlational studies examining the association between mindfulness scores and various aspects of language proficiency. From 10 countries, a total of 14 studies with 1039 participants for interventions and 9 studies with 2232 participants for correlational studies were tested through statistical meta-analysis procedures.

Results: The findings showed that the mean effect sizes were significant (Hedges' g = 0.67 for intervention studies, r between mindfulness scores and academic achievement = 0.22), demonstrating the efficiency of mindfulness. No significance was found in the publication bias assessment and the moderator analysis on regional effect.

Systematic review registration: The OSF link of the study: https://osf.io/2gxrq.

查看原文本刊更多论文

正念与外语成就：干预及相关性的元分析研究。

背景：正念能够在语言学习过程中提高意识，促进认知和情感过程，因此在外语教育中具有改善学习和教学的潜力，近年来受到了人们的关注。迄今为止，正念的重要性已经通过正念干预的实验研究或基于正念分数与语言学习之间联系的相关研究进行了调查。本文试图通过研究视角的元分析，探讨(1)正念干预对外语成绩的影响和(2)正念量表得分与语言成绩之间的关系的总体效应量。方法：荟萃分析包括正念干预对外语表现影响的实验研究和正念得分与语言能力各方面的相关性研究。通过统计荟萃分析程序，对来自10个国家的14项研究（1039名参与者）进行干预，9项研究（2232名参与者）进行相关研究。结果：研究结果显示，干预研究的平均效应量显著（Hedges' g = 0.67，正念得分与学业成绩之间的r = 0.22），证明了正念的有效性。发表偏倚评价和区域效应的调节分析均未发现显著性。系统评价注册：本研究的OSF链接：https://osf.io/2gxrq。

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

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.