The Effects of Mindfulness‐Based Intervention on Cognitive Functions in Tertiary Students: A Systematic Review and Meta‐Analysis
Freda Jia Xin Jong, Alvin Lai Oon Ng, Cheng Kar Phang, Safa Omran, Siew Li Teoh
Applied Cognitive Psychology May 1, 2025 DOI: 10.1002/acp.70056 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review and meta-analysis Randomized Peer reviewed |
|---|---|
| Population | Tertiary (university) students, mostly without mental health issues or prior meditation experience |
| Duration | Interventions ranged from one session to 8 weeks |
| Topics | Meditation |
| Citations | 4 |
| Key findings | Pooled evidence from 17 randomized controlled trials indicates that mindfulness-based interventions improved the orienting subdomain of attention (MD -8.12) and episodic memory (SMD 0.93) in tertiary students, though evidence quality was generally low. The authors suggest these findings support potential integration of mindfulness training into university education. |
Abstract
ABSTRACT Mindfulness‐based interventions (MBIs) are secular trainings shown to enhance cognitive function, but their effectiveness among tertiary students has not been critically evaluated. This review synthesized evidence from randomized controlled trials on the impact of MBIs on cognitive improvement in tertiary students. Databases including Medline and Embase were searched for randomized controlled trials. Twenty‐six trials were included, with 17 pooled for meta‐analysis. Participants, mostly without mental health issues or prior meditation experience, underwent cognitive assessments on attention, memory, executive function, perception, and learning. The MBIs ranged from one session to 8 weeks in duration. The evidence quality was generally low. Significant improvements were found in the “orienting” subdomain of attention (MD −8.12, 95% CI: −14.18, −2.05) and “episodic memory”: (SMD 0.93, 95% CI: 0.32, 1.53). These findings suggest that MBIs can enhance attention and memory in tertiary students, indicating potential benefits of integrating mindfulness training into university education systems. Trial Registration: PROSPERO: CRD42020170393.