Short-Term Meditation Intervention Improves Self-Regulation and AcademicPerformance

doi:10.4172/2375-4494.1000154

Paper

Short-Term Meditation Intervention Improves Self-Regulation and AcademicPerformance

Published Aug 19, 2014 · Yi-Yuan Tang, R. Tang, Changhao Jiang

Journal of child and adolescent behaviour

28

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1

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Abstract

Background: Research has found that improved higher effortful control, a measure of self- regulation, improves performance of middle school students. Integrative body-mind training (IBMT) has been shown to improve attentional networks related to self-regulation. We hypothesize that an IBMT intervention will improve academic performance of adolescents. Methods: Students age 13-18 were recruited from middle and high school in Beijing, China and randomly assigned to either IBMT or a relaxation training control (RT). Students were given 6 weeks of IBMT intervention with 30 min per day at school. The improved performance in attention and aspects of academic performance were measured. Results: Compared to RT, IBMT intervention showed significantly greater improvement in attention and in academic performance (scores of literacy, math, and second language). Conclusions: Brief mindfulness meditation is an effective technique for improving cognitive function, including academic performance.

RCT

Study Snapshot

Brief mindfulness meditation improves self-regulation and academic performance in adolescents compared to relaxation training.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

Short-Term Meditation Intervention Improves Self-Regulation and AcademicPerformance

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