Abstract
The present study examined the effects of mindfulness training on attention regulation in university students and whether the potential benefits of implementation are influenced by the yoga component of mindfulness-based interventions (MBIs) and/or by MBI homework practice. In a non-randomized trial with pre- and post-assessments, n = 180 university students were allocated to either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group). Mindfulness was taught through two MBIs, one including yoga and the other excluding yoga. Attention regulation was operationalized via behavioral indicators, namely sustained attention, cognitive flexibility, cognitive inhibition, and data-driven information processing. With the exception of speed in a cognitive flexibility task, the results indicated no systematic or differential advantage arising from mindfulness training, with or without yoga, regarding the aspects of attention regulation. There was no consistent influence of homework quantity or quality. The implications for mindfulness training in academic contexts are discussed.
Highlights
Mindfulness-based interventions (MBIs) have been demonstrated to induce benefits in physical and mental well-being (e.g., Baer, 2003; Brown and Ryan, 2003; Grossman et al, 2004; Hofmann et al, 2010; Keng et al, 2011) and cognition (e.g., Chiesa et al, 2011; Zenner et al, 2014; van Vugt, 2015)
The mindfulness classes took place only every 2 weeks in order to reduce students’ time burden in terms of compulsory attendance. This was done with the expectation of participants adhering to homework standards by allowing the time needed for mindfulness practice out of class
Hypothesis 1 was tested in a MANOVA with groups as factors and residualized change scores between both time points of measurements as dependent variables
Summary
Mindfulness-based interventions (MBIs) have been demonstrated to induce benefits in physical and mental well-being (e.g., Baer, 2003; Brown and Ryan, 2003; Grossman et al, 2004; Hofmann et al, 2010; Keng et al, 2011) and cognition (e.g., Chiesa et al, 2011; Zenner et al, 2014; van Vugt, 2015). Mindful attention regulation could counteract stress-related rumination and worry in learning and testing situations (see Perciavalle et al, 2017) by helping students gain control over distracting thoughts and redirect attention to the task at hand This would benefit both students’ mental health and their academic success. It was assumed that both control groups could show some gain in cognitive performance caused by learning effects from repeated testing and regular education at university; still, the extent of improvement should be substantially lower than that gained following mindfulness training. (3) Is a potential change in attention regulation after mindfulness training moderated by the quantity and quality of homework practice?
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