The Impact of Mindfulness-Based Interventions on University Scholars’ Well-Being And Academic Performance: A Systematic Review

Abstract

The excessive burnout rates among university scholars worldwide serve as a sign that the well being of university students is at threat. Alarmingly, stressed-out university students are more likely to exhibit poor moral character and provide inadequate academic involvement. According to research, holistic interventions focused on mindfulness can help university students' well-being and reduce being burnout. Mindfulness-based interventions (MBIs) may also improve the overall academic performance of college students (e.g., studies work). To inform future studies and character development programs, there are not any published systematic evaluations that clearly show how MBIs affect well-being. The researcher thoroughly analyzed and narratively synthesized information on the effects of MBIs on university students' overall performance in their studies. Methods: The researcher independently analyzed studies examining the effects of MBIs on University scholars' (postgraduates and undergraduates) well-being or academic performance by searching Google student publications and PsycINFO from the beginning to 2016. Data were carefully extracted, study quality was evaluated using the Medical Education Research Study Quality Instrument (MERSQI), and findings were narratively reported. Results: Eighteen studies that fulfilled the criteria out of a total of 934 papers we retrieved were of excellent quality and included randomized, (un)controlled, or qualitative research. Effects differ between MBIs with varied educational material or formats: MBIs that incorporate important components of mindfulness education or use group-based learning have frequently demonstrated significant effects in improving university students' well-being or academic performance in a variety of academic and collegiate environments. The advantages of MBIs (stronger sense of self and different understanding) and their drawbacks (time constraints and practicality) were all perceived by university students. Findings have challenged the research's methodological limitations (e.g., the usage of self-decided participants, loss of placebo interventions, and use of self-suggested outcomes). Conclusions: This evaluation demonstrates that the university students can comprehend how MBIs affect their overall performance and sense of well-being. The evidence, however, evolved into challenging methodological constraints and is no longer helpful for the standardization of MBIs in training programs. Instead, a better academic institute should keep in mind to include a group based on MBIs as optional modules for university students with well-being goals or objectives for academic growth