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Vol. 27. Issue 2.
Pages 109-117 (July - December 2022)
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Vol. 27. Issue 2.
Pages 109-117 (July - December 2022)
Original
Multilevel meta-analysis of school mindfulness-based intervention programs in Spain
Meta-análisis multinivel de los programas escolares de intervención basados en mindfulness en España
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María José Arenilla Villalba, David Alarcón Rubio
Corresponding author
dalarub@upo.es

Corresponding author.
, María Amapola Povedano Díaz
Faculty of Social Sciences, University Pablo de Olavide, Spain
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Abstract

Numerous studies support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings have found significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, no meta-analyses have evaluated the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses was performed through March 2022, with randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g = 0.62), and significant effect sizes were obtained for all dimensions except for the mindfulness skills dimension, which included the following variables: personal and social development (g = 0.84), mood states (g = 0.44), cognitive functions (g = 0.67), emotional intelligence (g = 0.61), emotional and behavioral adjustment (g = 0.54), and mindfulness skills (g = 0.51). The analysis of the moderating variables showed that all the MBI types analyzed have significant effects, especially among the older participants, and that engaging in home practice and increasing the session duration in minutes improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.

Keywords:
mindfulness
meditation
school
education
emotional intelligence
meta-analysis
Resumen

Existen numerosos estudios cuyos resultados apoyan los beneficios de las intervenciones basadas en mindfulness (MBIs) en niños y adolescentes. Recientes meta-análisis sobre la eficacia de estas intervenciones en contextos educativos encuentran mejoras significativas en medidas cognitivas y conductuales con tamaños de efecto que varían de pequeños a moderados. Sin embargo, no existen meta-análisis que evalúen la eficacia de las MBIs en el ámbito educativo español. En este estudio se ha realizado una búsqueda sistemática de artículos publicados y tesis doctorales hasta marzo de 2022, incluyendo como criterio de elegibilidad los ensayos con diseño controlado aleatorizado (RCTs). En el meta-análisis de tres niveles se han incluido 18 estudios con un total de 1471 participantes. El tamaño de efecto promedio global ha sido significativo (g = 0.62), además se han obtenido tamaños de efecto significativos para todas las dimensiones excepto para la dimensión habilidades de mindfulness: desarrollo personal y social (g = 0.84); estados de ánimo (g = 0.44); funciones cognitivas (g = 0.67); inteligencia emocional (g = 0.61); ajuste emocional y conductual (g = 0.54); habilidades de mindfulness (g = 0.51). El análisis de las variables moderadoras muestra que todos los tipos de MBIs analizados tienen efectos significativos, especialmente entre los participantes de mayor edad, y que la realización de prácticas en casa y el aumento de la duración en minutos de las sesiones mejora su eficacia. Los resultados son relevantes para la investigación y para la implementación de programas de intervención basados en mindfulness en centros educativos.

Palabras clave:
mindfulness
meditación
escuela
educación
inteligencia emocional
meta-análisis

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