Enhancing Student Well-Being: A Meta-Analysis of Mindfulness Interventions

Abstract

Background: Mindfulness, emotion regulation, and happiness are integral facets of psychological well-being, mutually shaping mental health and overall life satisfaction.

Objective: This meta-analysis seeks to evaluate the impact of Mindfulness-Based Interventions (MBIs) on the comprehensive well-being of students, drawing insights from randomized controlled trials.

Design: Meta-analysis of randomized controlled trials.

Methods: A comprehensive search was conducted across prominent databases, including PubMed, Google Scholar, and Web of Science, spanning data up to August 2023. The collected data was analyzed using Review Manager Software 5.3.

Results: The analysis encompassed ten randomized controlled trials involving 813 students. The findings indicated that mindfulness interventions were effective in mitigating depression, anxiety, and stress levels among students. Specific interventions, notably the Mindfulness-Based Virtual Community (MVC) program, low-dose mindfulness-based training, and Mindfulness-Based Student Programs (MBSP), demonstrated notable efficacy.

Conclusion: This meta-analysis highlights the promising role of mindfulness interventions in bolstering mental well-being, reducing stress, enhancing emotional resilience, and fostering academic persistence among university students. These results underscore the significance of integrating mindfulness interventions within educational and mental health support systems, contributing to the advancement of a healthier and more content society.