Cited by 143Mindfulness and Compassion InterventionsPsychological Well-being and Life SatisfactionEarly Childhood Education and Development

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Gender differences in response to a school-based mindfulness training intervention for early adolescents

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Kang, Yoona, Rahrig, Hadley, Eichel, Kristina, Niles, Halsey F., Rocha, Tomas, Lepp, Nathaniel E., Gold, Jonathan, Britton, Willoughby B.·2018·Journal of School Psychology

DOI 10.1016/j.jsp.2018.03.004PMC PMC6174072

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Abstract

Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum. Participants in the mindfulness meditation group completed short mindfulness meditation sessions four to five times per week, in addition to didactic instruction (Asian history). The control group received matched experiential activity in addition to didactic instruction (African history) from the same teacher with no meditation component. Self-reported measures of emotional wellbeing/affect, mindfulness, and self-compassion were obtained at pre and post intervention. Meditators reported greater improvement in emotional wellbeing compared to those in the control group. Importantly, gender differences were detected, such that female meditators reported greater increases in positive affect compared to females in the control group, whereas male meditators and control males displayed equivalent gains. Uniquely among females but not males, increases in self-reported self-compassion were associated with improvements in affect. These findings support the efficacy of school-based mindfulness interventions, and interventions tailored to accommodate distinct developmental needs of female and male adolescents.

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Authors: Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B.
Affiliations: University of Pennsylvania (US)
Brown University (US)
Columbia University (US)
Corresponding author: Kang, Yoona
Britton, Willoughby B.
ORCID: Kang, Yoona
Rahrig, Hadley
Eichel, Kristina
Britton, Willoughby B.
Venue: Journal of School Psychology
Publisher: Elsevier BV
Published: 2018-06
Volume: 68
Pages: 163-176
ISSN: 0022-4405 (ISSN-L)
DOI: 10.1016/j.jsp.2018.03.004
PMC: PMC6174072
OpenAlex: W2796235155
Cited by: 143
References: 119
Citations by year: 2026: 18 · 2025: 26 · 2024: 21 · 2023: 14 · 2022: 27 · 2021: 21 · 2020: 8 · 2019: 6 · 2018: 2
FWCI: 10.85
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of School Psychology (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
PhilPapers (PhilPapers Foundation) (submittedVersion)
Funders: National Institutes of Health (K23-AT006328-01A1)
National Center for Complementary and Integrative Health (UH2AT009145)
Lenz Foundation
Hershey Foundation
Mind and Life Institute
Brown University
Topics: Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
Social Sciences › Education › Early Childhood Education and Development
Keywords: mindfulness training, gender differences, early adolescents, emotional well-being, positive affect, self-compassion, school-based intervention, mindfulness meditation, treatment moderators, sixth grade students
MeSH terms: Adolescent, Child, Emotions, Female, Humans, Male, Mental Health, Personal Satisfaction, Schools, Sex Characteristics, Stress, Psychological, Students, Meditation, Mindfulness

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