The DOI matches its Crossref record; 103 of the 103 references it cites were found in a registry or an index.
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools
Open accessAbstract
Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. In total, there were 76 results where effect sizes could be calculated. The overall number of participants in the effect size analyses was 1,797. Of the 76 effect sizes calculated, 61 % were statistically significant. Sixty-seven per cent of the results had small effects on student outcomes, 24 % of the results had medium effect strength and 9 % showed a large effect of meditation upon student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. A conceptual model is put forward based on two propositions: proposition 1—meditation positively influences student success by increasing cognitive functioning; proposition 2—meditation positively influences student success by increasing emotional regulation. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools.
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Cited by
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Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2019) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-018-0425-7 · Cited by 148
Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00590 · Cited by 140
“…of methodologically rigorous studies have been published to date, the few existing systematic reviews indicate that mindfulness-based interventions are promising for children and adolescents (Black et al., 2009; Meiklejohn et al., 2012; Waters et al., 2014; Weare, 2014b; Felver et al., 2015).”
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Self-citation
Metadata
- Authors
- Waters, L., Barsky, A., Ridd, A., & Allen, K.
- Venue
- Educational Psychology Review
- Published
- 2014-03-04
- Volume
- 27
- Issue
- 1
- Pages
- 103-134
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2081158889
- Cited by
- 255
- References
- 103
- FWCI
- 15.38
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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