The effects of short interventions of focused-attention vs. self-compassion mindfulness meditation on undergraduate students: Evidence from self-report, classroom performance, and ERPs.
Aminda J O'Hare, Zachary T Gemelli
PLoS One January 20, 2023 DOI: 10.1371/journal.pone.0278826 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental comparison of two intact course sections with pre-post measures Peer reviewed |
|---|---|
| Population | Undergraduate students in two sections of the same course |
| Intervention | Self-compassion mindfulness practice |
| Duration | 10 weeks of practice, with measures collected before and after training |
| Measures | Emotional Flanker task (reaction times, N2 and P3 event-related potential amplitudes), self-report measures of wellbeing, class test performance |
| Topics | Meditation |
| Keywords | Humans Stress, psychological Attention Evoked potentials Students Young adult Self report Self-compassion |
| Key findings | Students who practiced focused attention showed reduced reaction-time interference effects after training, while those who practiced self-compassion showed altered N2 and P3 amplitudes for conflict on negative trials, reported significant wellbeing improvements, and performed significantly better on more class tests than the focused-attention group. The authors argue that brief, simplified mindfulness practices can be embedded in any classroom to improve attention, wellbeing, and classroom performance. |
Abstract
Mindfulness-based stress reduction (MBSR) training has been shown to improve cognitive processing, wellbeing, and academic performance. However, mindfulness interventions that are integrated into non-mindfulness related courses have not been well-investigated. Further, the unique effects of different aspects of MBSR training are not as well understood. This paper examines the effects that are uniquely associated with focused-attention versus self-compassion mindfulness practices utilizing a multi-method approach. Event-related potentials (ERPs) were recorded during an Emotional Flanker task, and self-report measures of wellbeing and measures of classroom performance were collected before and after training. Participants were students in two sections of the same undergraduate course and either completed 10 weeks of focused-attention practice or self-compassion practice that was built into their class sessions. Students in the focused-attention group (mean age = 22.08) had reduced interference effects on their reaction times following the training. Students in the self-compassion group (mean age = 23.91) showed altered processing of conflict on negative trials via the N2 and P3 ERP amplitudes after the training. This group also reported significant improvements in wellbeing and performed significantly better on more class tests compared to the focused-attention group. These data support the effectiveness of incorporating brief, simplified mindfulness practices in any classroom as an intervention to improve attention, wellbeing and classroom performance.
Comparable studies
Other non-randomized and open-label trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness-Based Stress Reduction in Relation to Quality of Life, Mood, Symptoms of Stress, and Immune Parameters in Breast and Prostate Cancer Outpatients Early-stage breast and prostate cancer patients | 2003 | Pre-post intervention study | n = 59 |
| Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR) Community sample | 2010 | Pre-post intervention study | |
| Mindfulness-Based Stress Reduction Lowers Psychological Distress In Medical Students Second-year medical students | 2003 | Prospective nonrandomized cohort-controlled study | n = 302 |
| Intensive meditation training, immune cell telomerase activity, and psychological mediators. Retreat participants and matched controls | 2011 | Controlled trial with wait-list control group | n = 60 |
| The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents Children aged 8-12 with ADHD and their parents | 2011 | Within-group waitlist controlled trial | n = 22 |
Citations in the library
Cited by 8
- Enhancing academic resilience through mindfulness training: an experimental study with Chinese undergraduates and the mediating role of psychological flexibility Frontiers in Psychology November 5, 2025
- The integration of meditation into higher education: a systematic literature review. Journal of American College Health January 15, 2025
- Exploring the effects of Isha Kriya on job performance: A pilot study of organizational citizenship and counterproductive behaviors Dékau Perú December 18, 2025
- Psychosocial factors associated with engagement and efficacy of mindfulness intervention in the classroom. PLoS One June 25, 2026
- Linking mindfulness to phubbing among college students: a longitudinal mediation analysis of attentional control and dual-system self-control. Australian Journal of Psychology May 8, 2026
and 3 more in the library
Cites 24
- Mechanisms of mindfulness Journal of Clinical Psychology December 29, 2005
- Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders American Journal of Psychiatry July 1, 1992
- The Empirical Status of Mindfulness-Based Interventions: A Systematic Review of 44 Meta-Analyses of Randomized Controlled Trials Perspectives on Psychological Science February 16, 2021
- Effect of kindness-based meditation on health and well-being: A systematic review and meta-analysis. Journal of Consulting and Clinical Psychology June 30, 2014
- Regular, brief mindfulness meditation practice improves electrophysiological markers of attentional control Frontiers in Human Neuroscience 2012
and 19 more in the library