Background: A non-pharmaceutical treatment offered as psychological support is bibliotherapy, which can be described as the process of reading, reflecting, and discussing literature to further a cognitive shift. The coronavirus disease 2019 (COVID-19) pandemic demands a response to prevent a peak in the prevalence of mental health problems and to avoid the collapse of mental health services, which are scarce and inaccessible due to the pandemic. Thus, this study aimed to review articles on the effectiveness of bibliotherapy on different mental health problems.Methods: A systematic review was conducted to examine relevant studies that assess the effectiveness of bibliotherapy in different clinical settings as a treatment capable of enhancing a sense of purpose and its surrounding values. To achieve this, a systematic review, including a bioethical meta-analysis, was performed. A variant of the PICO (Participants, Intervention, Comparison, and Outcome) model was used for the search strategy, and the systematic review was conducted in three databases: PubMed, Bireme, and OVID. Inclusion criteria were relevant studies that included the keywords, excluding documents with irrelevant topics, studies on subjects 15 years or younger, and in languages besides Spanish or English. Starting with 707 studies, after three rounds of different quality criteria, 13 articles were selected for analysis, including a hermeneutic analysis, which was followed by a fourth and final recovery round assessing bibliotherapy articles concerning healthcare workers.Results: Our findings showed that through bibliotherapy, patients developed several capacities, including the re-signification of their own activities through a new outlook of their moral horizon. There are no research road maps serving as guides to conduct research on the use of bibliotherapy to enhance mental health. Additionally, values such as autonomy and justice were closely linked with positive results in bibliotherapy. This implies that bibliotherapy has the potential to have a positive impact in different settings.Conclusions: Our contribution is to offer a road map that presents state-of-the-art bibliotherapy research, which will assist institutions and healthcare professionals to plan clinical and specific interventions with positive outcomes.

The current job market requires scientifically literate human resources. At a time in which scientific reasoning should be part of the higher education curriculum, the general population is pulling away from it. This review aims to identify how students’ and teachers’ attitudes and values influence academic performance in science courses. PICO and the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) approaches were used to explore four databases and 6488 articles were retrieved. Articles had to be relevant to the research question and published within the last 10 years. Articles without an identifiable author or articles unrelated to the research question were excluded. Following three rounds of quality screening, 10 articles were finally selected for analysis. Study designs and quality varied across the selected articles. Self‐efficacy, having mastery goals, perceiving the course as valuable, and having a student identity were consistently associated with good learning outcomes. Cooperation was found to increase task value and autonomy when taking science courses; conversely, a performance approach and a consumer identity were negatively correlated with good learning outcomes. In the past 10 years, there was paucity in research studying the role of teacher attitudes towards science courses on learning outcomes. This article proposes a hypothetical model that describes how attitudes and values may lead to mastery and a good academic performance in undergraduate science courses. With this model, we seek to enhance and strengthen the nature and scope of science education in universities.

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