Mindfulness Training for Improving Attention Regulation in University Students: Is It Effective? and Do Yoga and Homework Matter?

Wimmer, Lena; Bellingrath, Silja; Stockhausen, Lisa von

doi:10.3389/fpsyg.2020.00719

Cited by 31 publications

(24 citation statements)

References 73 publications

(113 reference statements)

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“…En este sentido, se han encontrado artículos que analizan los efectos a nivel psicológico y emocional (estrés, ansiedad, depresión, resolución de conflictos, resiliencia, bienestar, motivación), a nivel de rendimiento académico y dos estudios a nivel fisiológico (inmunología y parámetros cardiovasculares). A nivel general se han encontrado resultados positivos en todos los estudios a excepción de dos que no pudieron concluir mejorías significativas asociadas al entrenamiento en atención plena (Turner, et al, 2020;Wimmer, Bellingrath & Von Stockhausen;.…”

Section: Discussionunclassified

“…Esta varianza entre el número de sujetos es debida principalmente a los diseños de estudio. Mientras que procedimientos arduos como toma de muestras sanguíneas (Turner, et al, 2020) dificultan el reclutamiento de participantes, las autointervenciones con vídeos o similares a distancia o los procedimientos mixtos (presencial y a distancia) facilitan el proceso de investigación y la adherencia (Solhaug, et al, 2016;Wimmer, et al, 2020). Además de lo anterior, las características de los participantes en términos de cultura, rama de estudios y otros, podrían influir en los resultados de las investigaciones (Stevenson, Millings & Emerson, 2019).…”

Section: Muestra Y Duración Del Estudiounclassified

“…Además de lo anterior, las características de los participantes en términos de cultura, rama de estudios y otros, podrían influir en los resultados de las investigaciones (Stevenson, Millings & Emerson, 2019). En este sentido, mientras que la mayoría de los estudios sólo indican datos demográficos de la muestra como sexo o edad, sólo cuatro artículos seleccionan a los estudiantes en función de su rama de conocimiento; dos artículos incluyendo estudiantes de medicina (Alzahrani, et al, 2020;Moore, et al, 2020), uno de psicología (Wimmer, et al, 2020), y uno incluyendo ambas ramas de estudio (Solhaug, et al, 2016). También son pocos los estudios que indican la experiencia previa de los participantes en prácticas de mindfulness, lo cuál podría condicionar los efectos interpersonales (Brzozowski, Gillespie, Dizon, & Mitchell, 2018).…”

Section: Muestra Y Duración Del Estudiounclassified

“…Respecto a la metodología utilizada en la recogida de datos, literatura científica previa ha demostrado que la recogida de datos auto-reportados es comparable tanto si se realiza a través del método «lápiz-papel» como a través de internet (Cavanagah, et al, 2018;Wimmer, et al, 2020). En este sentido, gran parte de los estudios utilizan metodologías cuantitativas a través de cuestionarios (diez de los 11 totales) y sólo dos de ellos entrevistas (Moore, et al, 2020;Solhaug, et al, 2016).…”

Section: Tipo De Investigaciónunclassified

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Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review)

Secanell¹,

Morales

Agreda³

2021

Retos

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El objetivo de este estudio fue revisar las conclusiones de los artículos publicados en los últimos seis años sobre el uso del mindfulness en la población universitaria. Además, se examinaron cuántos de estos estudios se aplican dentro del campo de la Educación Física Universitaria. Se analizaron los artículos publicados desde 2014 hasta 2020 mediante las bases de datos ERIC, Taylor and Francis, Web of Science y SCOPUS, en base a los requerimientos de PRISMA y el modelo PICO. Se extrajo la información que sigue de los artículos seleccionados: autor, año, país, idioma, sujetos, duración, tipo de investigación (cualitativa/cuantitativa), programa de mindfulness utilizado, propósito y resultados. Como resultado se incluyeron 11 artículos. Ningún estudio fue publicado en España ni en español, siendo todos publicados en inglés y la mayoría (6 artículos) en el Reino Unido. La duración de las intervenciones varía entre 2 y doce semanas. De los 11 artículos, nueve fueron de diseño cuantitativo, uno cualitativo y uno mixto. Los resultados confirman los beneficios del mindfulness en los estudiantes universitarios mejorando su salud psicológica (estrés, ansiedad, depresión, motivación, autoaceptación) y también a nivel cognitivo y emocional. Los programas de mindfulness utilizados fueron MBI, MBCT, MBSR, MBSH y MTP. Por tanto, a pesar de los beneficios corroborados del mindfulness con la población universitaria, son escasos los estudios en el área de la Educación Física Universitaria y se estima pertinente la realización de intervenciones de mindfulness en universidades españolas para certificar su validez en estudiantes con dichas características socioculturales. Abstract. The aim of this study was to review the conclusions of published papers in the last six years on the use of mindfulness in the university population. In addition, how many of these studies are applied within the field of University Physical Education were examined. Articles published from 2014 to 2020 were analysed using the ERIC, Taylor and Francis, Web of Science and SCOPUS databases, based on the PRISMA requirements and the PICO model. The following information was extracted from the selected articles: author, year, country, language, individuals, duration, type of research (qualitative / quantitative), mindfulness program used, purpose and results. As a result, 11 articles were included. Neither study was published in Spain or in Spanish, all of which were published in English and the majority (6 articles) in the United Kingdom. The duration of the interventions varies between 2 and 12 weeks. Of the 11 articles, nine were of quantitative design, one qualitative and one mixed. The results confirm the benefits of mindfulness in university students improving their psychological health (stress, anxiety, depression, motivation, self-acceptance) and also on a cognitive and emotional level. The mindfulness programs used were MBI, MBCT, MBSR, MBSH and MTP. Therefore, despite the corroborated benefits of mindfulness with the university population, there are few studies in the area of University Physical Education and it is considered pertinent to carry out mindfulness interventions in Spanish universities to certify its validity in students with these sociocultural features.

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Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review)

Secanell¹,

Morales

Agreda³

2021

Retos

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“…Previous studies have shown that both attention and working memory are closely related to students' learning ability and performance (Durbrow et al, 2000;Ayres and Sweller, 2014). Issues surrounding students' attention and working memory are currently attracting more and more attention as topics of research (Rebok et al, 2014;Rode et al, 2017;Wimmer et al, 2020). The question of which psychological or external factors affect attention and working memory has also become a topic of discussion.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations

Yang

Yan

et al. 2021

Front. Psychol.

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Attention and working memory are important cognitive functions that affect junior school students’ learning ability and academic performance. This study aimed to explore the relationships among trait mindfulness, attention, and working memory and to explore differences in performance between a high trait mindfulness group and a low one in attention and working memory under different stressful situations. In study 1, 216 junior school students completed the Five Facet Mindfulness Questionnaire (FFMQ), and their attention and working memory were tested in a non-pressure situation. The results showed that attention had a partial mediating effect between mindfulness and working memory. In study 2, the high trait mindfulness group and the low one were tested for attention and working memory under situations with single and multiple pressures. One notable result was that the attention and working memory performances of the high mindfulness group were all significantly higher than those of the low mindfulness group in every stress situation (no stress, single stress, and multiple stresses). Other important results were that trait mindfulness moderates the relationship between stress and attention and between stress and working memory. These results suggest that trait mindfulness has a protective effect in the process by which various stresses affect attention and working memory. These findings indicate that trait mindfulness is an important psychological quality that affects the attention and working memory of junior school students, and it is also an important psychological resource for effectively coping with the impact of stress on attention and working memory. Therefore, it is possible that improving trait mindfulness may help to improve junior school students’ attention and working memory and enable them to cope better with stress, thereby helping to improve academic performance. This research is of great significance for understanding the association between key psychological qualities and cognitive functions in different stressful situations. These findings also provide insight for future studies in educational psychology.

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Social climate in university classrooms: A mindfulness‐based educational intervention

et al. 2021

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There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.

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Mindfulness Training for Improving Attention Regulation in University Students: Is It Effective? and Do Yoga and Homework Matter?

Cited by 31 publications

References 73 publications

Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review)

Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review)

The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations

Social climate in university classrooms: A mindfulness‐based educational intervention

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