Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis

Abstract

The prevalence of mental health problems within students due to high academic demands and learning difficulties is a current challenge the field of education. The aim of this study is to review the scientific literature in order to analyze the effect produced by cognitive-behavioral programs and meditation strategies on stress, anxiety, and depression in students. A further aim is to identify the determinants of treatment success. The bibliographic search was carried out using Web of Science, specifically in the categories of “Education and Educational Research” and “Psychology”, obtaining a sample of 122 articles published between 2007 and 2018. Studies were included which had a pre-experimental or quasi-experimental design and included pre-test and post-test phases. Following application of inclusion criteria, 34 articles were selected for inclusion in a meta-analysis of the random effects of each variable. This obtained an average effect size of −0.41 for stress, −0.37 for anxiety, and −0.30 for depression. Three moderating variables were analyzed, with significant correlations being found for the type of treatment relating to stress (Q = 11.01, df = 2, p = 0.004, R2 = 0.294) and depression (Q = 6.14, df = 2, p = 0.048; R2 = 0.436). The stage of education of the individuals was also found to impact upon anxiety intervention success (Q = 13.093 df = 2, p = 0.0009, R2 = 0.196). Interventions mainly addressed the importance of meditation strategies, mindfulness programs, and cognitive-behavioral therapy to reduce stress, anxiety, and depression in students. This supports the need to increase research at an early age, considering the treatment of mental health as a key factor influencing academic performance and quality of life.

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

“…In relation to the emotional regulation, MEL training seemed to reduce anxiety levels in the experimental group participants; this is an important result since anxiety could hinder learning and, consequently, the achievement of good academic results [5,6,[55][56][57][58]. As regard resilience, no significant effect was observed between the two groups post-test.…”

“…Numerous experimental studies have assessed the effectiveness of time-limited (typically 8 weeks) mindfulness-based training offered to university students [47][48][49]. The results have shown that mindfulness improves self-control abilities and awareness (e.g., [50]), increases self-efficacy (e.g., [25,51]), coping strategies (e.g., [52]), that are connected with resilience, enhances attentive skills (e.g., [53]), improves cognitive performance and metacognition (e.g., [54]), and decreases stress, anxiety, and depression (e.g., [47,[55][56][57][58]). As a consequence, it is not surprising that mindfulness-based training has been introduced permanently in several universities around the world [40,43,59,60].…”

“…Moreover, guided meditation based on anxiety release consisted in a body-scan and after in an internal visualization of a squared frame that must travel using the imagination. This exercise trained students to manage anxiety when it arises [55,58]. In the study strategies and techniques module dedicated to the management of time, a task to work on a procrastination tendency [76] consisted of a guided meditation on the emotions that arise when they had to start a study session.…”

Testing the Intermediary Role of Perceived Stress in the Relationship between Mindfulness and Burnout Subtypes in a Large Sample of Spanish University Students

“…Our findings can provide some insights for further adaption of mindfulness exercises and teachings in mindfulness interventions provided to university students (for example, stressing that non-reacting is not indifference in students within the under-challenged subtype). Combining the identification of burnout subtypes and tailoring mindfulness contents and practices accordingly may increase the efficacy of mindfulness-based interventions in students, a population for which, to date, there is still much room for improvement [ 85 ].…”

Stress and Fear

“… 90 The suggestions presented in Tables 1 and 2 offer a structured approach for health care teams based on available evidence. 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109 , 110 , 111 , 112 , 113 , 114 , 115 , 116 , 117 , 118 , 119 , 120 , 121 , 122 , 123 , 124 , 125…”