Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
This Campbell systematic review examines the effectiveness of school‐based Mindfulness‐based interventions (MBIs) on cognition, behavior, socio‐emotional outcomes and academic achievement. The review summarizes 61 studies and synthesizes 35 studies, with a total of 6,207 student participants. MBIs h...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2017-01-01
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| Series: | Campbell Systematic Reviews |
| Online Access: | https://doi.org/10.4073/CSR.2017.5 |