Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom
Open accessAbstract
Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students. Methods: A randomized controlled trial with pretest-posttest measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) (Barratt, 1995) and the Aggression Questionnaire (AQ) (Buss and Perry, 1992) were used. Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure. Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The effectiveness of flow meditation has been tested in various treatment studies with acceptable size effects.
“The effectiveness of flow meditation has been tested in various treatment studies with acceptable size effects (Amutio, Franco, Pérez-Fuentes, Gázquez, & Mercader, 2015; Amutio et al., 2018; Franco, Amutio, López-González, Oriol, & MartínezTaboada, 2016; Franco et al., 2017).”
From Improving Psychosocial Functioning in Mastectomized Women Through a Mindfulness-Based Program: Flow Meditation. (2020) · cites this paper as Franco, Amutio, López-González, Oriol, & MartínezTaboada, 2016
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Buss, A. H., & Perry, M. (1992) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.63.3.452 · Cited by 4,693 · see citing works
Mindfulness-based interventions in schools—a systematic review and meta-analysis
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00603 · Cited by 999 · cited 2× · see citing works
“Mindfulness-based interventions have been associated with numerous beneficial outcomes in emotional regulation, including decreased anxiety (Amutio et al., 2015b), depression (Condon et al., 2013), and anger expression reduction (Fix and Fix, 2013; Zenner et al., 2014; Gouda et al., 2016).”
BackgroundSchonert-Reichl, K. A., & Lawlor, M. S. (2010) · Mindfulness · doi:10.1007/s12671-010-0011-8 · Cited by 758 · cited 1× · see citing works
“Currently, extensive data support the use of mindfulness in the achievement of greater levels of relaxation, wellbeing, and improvement of academic performance (Beauchemin et al., 2008; León, 2008; Schonert-Reichl and Lawlor, 2010; Franco et al., 2011; Choi et al., 2012; Amutio et al., 2015c).”
BackgroundMeditation increases compassionate responses to suffering.
Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013) · Psychological Science · doi:10.1177/0956797613485603 · Cited by 451 · see citing works
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008) · Complementary health practice review · doi:10.1177/1533210107311624 · Cited by 438 · see citing works
Mindfulness training for adolescents with externalizing disorders and their parents
Bögels, S., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008) · Behavioural and Cognitive Psychotherapy · doi:10.1017/s1352465808004190 · Cited by 432 · see citing works
van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012) · Journal of Child and Family Studies · doi:10.1007/s10826-011-9457-0 · Cited by 417 · see citing works
Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents
Broderick, P. C., & Metz, S. (2009) · Advances in School Mental Health Promotion · doi:10.1080/1754730x.2009.9715696 · Cited by 409 · cited 3× · see citing works
“, 2012; Krishnakumar and Robinson, 2015) and increase in self-control before stressors (Broderick and Metz, 2009; Yusainy and Lawrence, 2014), amongst others.”
BackgroundContemplative/emotion training reduces negative emotional behavior and promotes prosocial responses.
Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., Rosenberg, E. L., Gillath, O., Shaver, P. R., Wallace, B. A., et al. (2012) · Emotion · doi:10.1037/a0026118 · Cited by 391 · cited 3× · see citing works
“…mean scores of the control and experimental group in the different dimensions of impulsivity and aggression in each stage of the study was proved by means of the non-parametric statistical test Mann–Whitney U for independent samples, since data did not adjust to the normal probability distribution.”
BackgroundMethodvan de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2012) · Journal of Child and Family Studies · doi:10.1007/s10826-011-9531-7 · Cited by 319 · see citing works
A School-Based Mindfulness Pilot Study for Ethnically Diverse At-Risk Adolescents
Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016) · Mindfulness · doi:10.1007/s12671-014-0376-1 · Cited by 171 · see citing works
Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00590 · Cited by 140 · cited 3× · see citing works
“Mindfulness-based interventions have been associated with numerous beneficial outcomes in emotional regulation, including decreased anxiety (Amutio et al., 2015b), depression (Condon et al., 2013), and anger expression reduction (Fix and Fix, 2013; Zenner et al., 2014; Gouda et al., 2016).”
BackgroundAmutio, A., Martínez-Taboada, C., Hermosilla, D., & Delgado, L. C. (2015) · Psychology, Health & Medicine · doi:10.1080/13548506.2014.986143 · Cited by 130 · see citing works
Self-citationTownshend, K., Jordan, Z., Stephenson, M., & Tsey, K. (2016) · JBI Database of Systematic Reviews and Implementation Reports · doi:10.11124/jbisrir-2016-2314 · Cited by 120 · see citing works
Peters, J. R., Smart, L. M., Eisenlohr-Moul, T. A., Geiger, P. J., Smith, G. T., & Baer, R. A. (2015) · Journal of Clinical Psychology · doi:10.1002/jclp.22189 · Cited by 112 · see citing works
Fishbein, D., Miller, S., Herman-Stahl, M., Williams, J., Lavery, B., Markovitz, L., Kluckman, M., Mosoriak, G., & Johnson, M. (2016) · Journal of Child and Family Studies · doi:10.1007/s10826-015-0231-6 · Cited by 80 · see citing works
Exploring the Effects of a Mindfulness Program for Students of Secondary School
Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011) · International Journal of Knowledge Society Research · doi:10.4018/jksr.2011010102 · Cited by 69 · see citing works
Self-citation
Flagged first, then by citations
Research works printed but not linked: 35
- Amutio A. Franco C. Mañas I. Gázquez J. J. (2015a). Aprendizaje y práctica de la conciencia plena (Mindfulness) en estudiantes de Bachillerato para potenciar la relajación y la autoeficacia en el rendimiento escolar. Univ. Psicol. 14 15– 25. 10.11144/Javeriana.upsy14-2.apcp · DOI
- Amutio A. Franco C. Pérez-Fuentes M. C. Gázquez J. J. Mercader I. (2015b). Mindfulness training for reducing anger, anxiety and depression in fibromyalgia patients. Front. Psycol 5: 1572 10.3389/fpsyg.2014.01572 PMC4290530 25628591 · DOI · Paper page
- Andreu J. M. Peña M. E. Penado M. (2013). Impulsividad cognitiva, conductual y no planificadora en adolescentes agresivos reactivos, proactivos y mixtos. Anal. Psychol. 29 734– 740. 10.6018/analesps.29.3.175691 · DOI
- Black D. S. Milam J. Sussman S. (2009). Sitting-meditation interventions among youth: a review of treatment efficacy. Pediatrics 124 e532– e541. 10.1542/peds.2008-3434 19706568 PMC3195513 · DOI
- Borders A. Earleywine M. Jajodia A. (2010). Could mindfulness decrease anger, hostility, and aggression by decreasing rumination? Aggress. Behav. 36 28– 44. 10.1002/ab.20327 19851983 · DOI
- Cardoso-Moreno M. J. Tomás-Aragonés L. Rodríguez-Ledo C. (2015). Socio-emotional intervention in attention deficit hyperactive disorder. Eur. J. Educ. Psychol. 8 53– 59. 10.1016/j.ejeps.2015.07.001 · DOI
- Choi Y. Karremans J. C. Barendregt H. (2012). The happy face of mindfulness Meditation is associated with perceptions of happiness as rated by outside observers. J. Posit. Psychol. 7 30– 35. 10.1080/17439760.2011.626788 · DOI
- Davidson R. J. Dunne J. Eccles J. S. Engle A. Greenberg M. Jennings P. (2012). Contemplative practices and mental training: prospects for American education. Child Dev. Perspect. 6 146– 153. 10.1111/j.1750-8606.2012.00240.x 22905038 PMC3420012 · DOI
- Estévez E. Emler N. P. Cava M. J. Inglés C. J. (2014). Psychosocial adjustment in aggressive popular and aggressive rejected adolescents at school. Psychosoc. Interv. 23 57– 67. 10.5093/in2014a6 · DOI
- Estévez E. Jiménez T. I. Cava M. J. (2016). A cross-cultural study in Spain and Mexico on school aggression in adolescence examining the role of individual, family, and school variables. Cross-Cult. Res. 50 123– 153. 10.1177/1069397115625637 · DOI
- Fix R. L. Fix S. T. (2013). The effects of mindfulness-based treatments for aggression: a critical review. Aggress. Violent Behav. 18 219– 227. 10.1016/j.avb.2012.11.009 · DOI · Paper page
- Flook L. Goldberg S. B. Pinger L. Davidson R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Dev. Psychol. 51 44– 51. 10.1037/a0038256 25383689 PMC4485612 · DOI · Paper page
- Franco C. Mañas I. Soriano E. (2014). Improving the graphic creativity levels of latin american high school students currently living in spain by means of a mindfulness program. Proc. Soc. Behav. Sci. 132 229– 234.
- Garaigordobil M. Martínez-Valderrey V. (2016). Impact of Cyberprogram 2.0 on different types of school violence and aggressiveness. Front. Psychol. 7: 428 10.3389/fpsyg.2016.00428 PMC4811868 27064802 · DOI
- Garaigordobil M. Martínez-Valderrey V. Aliri J. (2015). Autoestima, empatía y conducta agresiva en adolescentes víctimas de bullying presencial. Eur. J. Invest Health Psychol. Educ. 3 29– 40. 10.1989/ejihpe.v3i1.21 · DOI
- Goldberg-Looney L. D. Sánchez-San Segundo M. Ferrer-Cascales R. Albaladejo-Blazquez N. Perrin P. B. (2016). Adolescent alcohol use in spain: connections with friends, school, and other delinquent behaviors. Front. Psychol. 7: 269 10.3389/fpsyg.2016.00269 PMC4776124 26973567 · DOI
- Inglés C. J. Torregrosa M. S. García-Fernández J. M. Martínez-Monteagudo M. C. Estévez E. Delgado B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. Eur. J. Educ. Psychol. 7 29– 41. 10.1989/ejep.v7i1.150 · DOI
- Kaspereen D. (2012). Relaxation intervention for stress reduction among teachers andstaff. Int. J. Stress Manage. 19 238– 250. 10.1037/a0029195 · DOI
- Kim W. O. (2012). Institutional review board (IRB) and ethical issues in clinical research. Korean J. Anesthesiol. 62 3– 12. 10.4097/kjae.2012.62.1.3 22323947 PMC3272525 · DOI
- Krishnakumar S. Robinson M. D. (2015). Maintaining an even keel: an affect- mediated model of mindfulness and hostile work behavior. Emotion 15 579– 589. 10.1037/emo0000060 25775231 · DOI
- López-González L. Amutio A. Oriol X. Bisquerra R. (2016). Habits related to relaxation and mindfulness in high school students: influence on classroom climate and academic performance. J. Psychodidact. 21 121– 138. 10.1387/RevPsicodidact.13866 · DOI
- López-González L. Oriol X. (2016). The relationship between emotional competence, classroom climate and school achievement in high school students. Cult. Educ. 28 130– 156. 10.1080/11356405.2015.1120448 · DOI
- Nelson H. J. Kendall G. E. Burns S. Schonert-Reichl K. (2015). Protocol for the design of an instrument to measure preadolescent children’s self-report of covert aggression and bullying. BMJ Open 5: e009084 10.1136/bmjopen-2015-009084 PMC4654356 26553834 · DOI
- Oberle E. Schonert-Reichl K. A. Lawlor M. S. Thomson K. C. (2011). Mindfulness and inhibitory control in early adolescence. J. Early Adolesc. 32 565– 588. 10.1177/0272431611403741 · DOI
- Orue I. Calvete E. Gamez-Guadix M. (2016). Gender moderates the association between psychopathic traits and aggressive behavior in adolescents. Pers. Individ. Dif. 94 266– 271. 10.1016/j.paid.2016.01.043 · DOI
- Patton J. Stanford M. Barrat E. (1995). Factor structure of the Barratt impulsiveness scale. J. Clin. Psychol. 51 768– 774. 10.1002/1097-4679(199511)51:6<768::AID-JCLP2270510607>3.0.CO;2-1 8778124 · DOI · Paper page
- Paydary K. Toraby S. M. SeyedAlinaghi S. Noori M. Noroozi A. Ameri S. (2016). Impulsivity, sensation seeking, and risk-taking behaviors among HIV-positive and HIV-negative heroin dependent persons. AIDS Res. Treat. 2016 1– 8. 10.1155/2016/5323256 PMC4802021 27051528 · DOI
- Pellerone M. Craparo G. Tornabuoni Y. (2016). Relationship between parenting and cognitive schemas in a group of male adult offenders. Front. Psychol. 7: 302 10.3389/fpsyg.2016.00302 PMC4779958 27014121 · DOI
- Sanger K. L. Dorjee D. (2015). Mindfulness training for adolescents: a neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cogn. Affect. Behav. Neurosci. 15 696– 711. 10.3758/s13415-015-0354-7 25846954 PMC4526594 · DOI
- Settanni M. Longobardi C. Sclavo E. Fraire M. Prino L. E. (2015). Development and psychometric analysis of the student–teacher relationship scale – short form. Front. Psychol. 6: 898 10.3389/fpsyg.2015.00898 PMC4481275 26167156 · DOI
- Sibinga E. M. Kerrigan D. Stewart M. Johnson K. Magyari T. Ellen J. M. (2011). Mindfulness-based stress reduction for urban youth. J. Altern. Complement. Med. 17 213– 218. 10.1089/acm.2009.0605 21348798 PMC3157305 · DOI
- Thijssen S. Ringoot A. P. Wildeboer A. Bakermans-Kranenburg M. J. El Marroun H. Hofman A. (2015). Brain morphology of childhood aggressive behavior: a multi-informant study in school-age children. Cogn. Affect. Behav. Neurosci. 15 564– 577. 10.3758/s13415-015-0344-9 25801924 PMC4526589 · DOI
- Veas A. Gilar R. Miñano P. Castejón J. L. (2016). Estimation of the proportion of underachieving students in compulsory secondary education in Spain: an application of the rasch model. Front. Psychol. 7: 303 10.3389/fpsyg.2016.00303 PMC4777898 26973586 · DOI
- Wisner B. L. (2013). An exploratory study of mindfulness meditation for alternative school students: perceived benefits for improving school climate and student functioning. Mindfulness 5 626– 638. 10.1007/s12671-013-0215-9 · DOI
- Yusainy C. Lawrence C. (2014). Relating mindfulness and self-control to harm to the self and to others. Pers. Individ. Dif. 64 78– 83. 10.1016/j.paid.2014.02.015 · DOI
Cited by
Sorted by citations
Mindfulness interventions in schools: Integrity and feasibility of implementation
Emerson, L.-M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025419866906 · Cited by 117 · see citing works
Effects of Mindfulness Training on Sleep Problems in Patients With Fibromyalgia
Amutio, A., Franco, C., Sánchez-Sánchez, L. C., Pérez-Fuentes, M. D. C., Gázquez-Linares, J. J., Van Gordon, W., & Molero-Jurado, M. D. M. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01365 · Cited by 60 · see citing works
Self-citationExploring Mindfulness Benefits for Students and Teachers in Three German High Schools
Luong, M. T., Gouda, S., Bauer, J., & Schmidt, S. (2019) · Mindfulness · doi:10.1007/s12671-019-01231-6 · Cited by 30 · see citing works
Franco, C., Amutio, A., Mañas, I., Sánchez-Sánchez, L. C., & Mateos-Pérez, E. (2020) · International Journal of Stress Management · doi:10.1037/str0000120 · Cited by 18 · see citing works
Self-citationSaarinen, A., Hintsanen, M., Vahlberg, T., Hankonen, N., & Volanen, S. (2022) · Journal of Adolescence · doi:10.1002/jad.12011 · Cited by 17 · see citing works
- Authors
- Franco, C., Amutio, A., López-González, L., Oriol, X., & Martínez-Taboada, C.
- Affiliations
- University of Almería (ES)
- University of the Basque Country (ES)
- Universitat de Barcelona (ES)
- Universidad de Santiago de Chile (CL)
- Corresponding author
- Amutio, Alberto
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2016-09-22
- Volume
- 7
- Pages
- 1385-1385
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC5031764
- OpenAlex
- W2522349507
- Cited by
- 157
- References
- 17
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 19 · 2023: 13 · 2022: 26 · 2021: 20 · 2020: 16 · 2019: 17 · 2018: 11 · 2017: 6 · 2016: 2
- FWCI
- 16.06
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- mindfulness training, impulsivity, aggression, adolescents, behavioral problems, classroom behavior, high school students, Barratt Impulsiveness Scale, Aggression Questionnaire, school failure, academic engagement, self-efficacy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
