Mindfulness-Based Intervention on Psychological Factors Among Students: A Meta-Analytic Study

Mindfulness-based interventions have become a popular method for both clinical and non-clinical populations to reduce stress and increase well-being. This study presents the results of a meta-analysis that looked at the efficacy of mindfulness-based intervention in students. Systematic literature search was carried out through PubMed, EBSCO, Proquest, Springer, and Google Scholar and identified 5461 studies. Retrieved 154 full-text articles and performed meta-analysis on 34 studies. The main variables identified to study the effectiveness of the intervention are anxiety, depression, mindfulness, stress, and self-compassion with their mean effect size as 0.48, 0.63, 0.83, 0.60, and 0.61 respectively. Heterogeneity was fairly high due to the wide range of studies. Significant effects of moderating variables such as the age of students, research design, and types of intervention were identified through moderator analysis. Findings from the study indicate that mindfulness-based intervention is effective for students to develop self-compassion and mindfulness at an early age as well as to reduce the symptoms of anxiety, depression, and stress in young adults.