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Mindfulness and Academic Performance of College and University Students: A Systematic Review

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GeNeDis 2022 (GeNeDis 2022)

Part of the book series: Advances in Experimental Medicine and Biology ((AEMB,volume 1425))

Abstract

Higher education’s expectations place demands on students' attainment, leading them to experience stress and anxiety, which negatively affect their academic improvement and life satisfaction. The aim of this systematic review was to investigate (a) if mindfulness as an inner ability is related to academic attainment, through dependent variables, including compassion, engagement, stress or anxiety state, depression, self-efficacy, mindfulness’s facets (non-reactivity, acting with awareness) and (b) if mindfulness-based interventions positively affect the academic performance of college and university students. The systematic review was conducted in accordance with the PRISMA statement. PubMed, Web of Science, and Cochrane Library Wiley were screened to identify studies published relevant to the topic. In total, 568 papers were retrieved in the initial search. Five papers met the eligibility criteria and were included in the systematic review: a randomized controlled trial, a non-randomized controlled trial, a quasi-experimental study, a quantitative exploratory pilot study, and a longitudinal randomized controlled study. Most interventional studies revealed a non-significant direct effect of practicing mindfulness technique on academic attainment. Further research, especially randomized controlled trials are necessary to clarify the effect of mindfulness on academic performance of college and university students.

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Authors and Affiliations

  1. School of Medicine, National and Kapodistrian University of Athens, Athens, Greece

    Ioanna Tzelepi, Lida Sotiropoulou & Christina Darviri

  2. Center for Adolescent Medicine and UNESCO Chair in Adolescent Health Care, First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, Athens, Greece

    Flora Bacopoulou

  3. University Research Institute of Maternal and Child Health & Precision Medicine, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, Athens, Greece

    George P. Chrousos

  4. Laboratory of Genetics, Department of Biotechnology, School of Applied Biology and Biotechnology, Agricultural University of Athens, Athens, Greece

    Dimitrios Vlachakis

Authors
  1. Ioanna Tzelepi
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  2. Flora Bacopoulou
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  3. George P. Chrousos
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  4. Lida Sotiropoulou
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  5. Dimitrios Vlachakis
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  6. Christina Darviri
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Corresponding author

Correspondence to Flora Bacopoulou .

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Editors and Affiliations

  1. Department of Informatics, Ionian University, Corfu, Greece

    Panagiotis Vlamos

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© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Tzelepi, I., Bacopoulou, F., Chrousos, G.P., Sotiropoulou, L., Vlachakis, D., Darviri, C. (2023). Mindfulness and Academic Performance of College and University Students: A Systematic Review. In: Vlamos, P. (eds) GeNeDis 2022. GeNeDis 2022. Advances in Experimental Medicine and Biology, vol 1425. Springer, Cham. https://doi.org/10.1007/978-3-031-31986-0_20

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