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Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis

Author

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  • Gabriel González-Valero

    (Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain)

  • Félix Zurita-Ortega

    (Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain)

  • José Luis Ubago-Jiménez

    (Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain)

  • Pilar Puertas-Molero

    (Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain)

Abstract

The prevalence of mental health problems within students due to high academic demands and learning difficulties is a current challenge the field of education. The aim of this study is to review the scientific literature in order to analyze the effect produced by cognitive-behavioral programs and meditation strategies on stress, anxiety, and depression in students. A further aim is to identify the determinants of treatment success. The bibliographic search was carried out using Web of Science, specifically in the categories of “Education and Educational Research” and “Psychology”, obtaining a sample of 122 articles published between 2007 and 2018. Studies were included which had a pre-experimental or quasi-experimental design and included pre-test and post-test phases. Following application of inclusion criteria, 34 articles were selected for inclusion in a meta-analysis of the random effects of each variable. This obtained an average effect size of −0.41 for stress, −0.37 for anxiety, and −0.30 for depression. Three moderating variables were analyzed, with significant correlations being found for the type of treatment relating to stress (Q = 11.01, df = 2, p = 0.004, R 2 = 0.294) and depression (Q = 6.14, df = 2, p = 0.048; R 2 = 0.436). The stage of education of the individuals was also found to impact upon anxiety intervention success (Q = 13.093 df = 2, p = 0.0009, R 2 = 0.196). Interventions mainly addressed the importance of meditation strategies, mindfulness programs, and cognitive-behavioral therapy to reduce stress, anxiety, and depression in students. This supports the need to increase research at an early age, considering the treatment of mental health as a key factor influencing academic performance and quality of life.

Suggested Citation

  • Gabriel González-Valero & Félix Zurita-Ortega & José Luis Ubago-Jiménez & Pilar Puertas-Molero, 2019. "Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 16(22), pages 1-23, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:22:p:4394-:d:285563
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    References listed on IDEAS

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    1. Roberta Fida & Marinella Paciello & Carlo Tramontano & Reid Fontaine & Claudio Barbaranelli & Maria Farnese, 2015. "An Integrative Approach to Understanding Counterproductive Work Behavior: The Roles of Stressors, Negative Emotions, and Moral Disengagement," Journal of Business Ethics, Springer, vol. 130(1), pages 131-144, August.
    2. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    1. David Martínez-Rubio & Juan P. Sanabria-Mazo & Albert Feliu-Soler & Ariadna Colomer-Carbonell & Cristina Martínez-Brotóns & Silvia Solé & Cristina Escamilla & Elisa Giménez-Fita & Yolanda Moreno & Adr, 2020. "Testing the Intermediary Role of Perceived Stress in the Relationship between Mindfulness and Burnout Subtypes in a Large Sample of Spanish University Students," IJERPH, MDPI, vol. 17(19), pages 1-16, September.
    2. Rosario Padial-Ruz & Mª Esther Puga-González & Álvaro Céspedes-Jiménez & David Cabello-Manrique, 2021. "Determining Factors in the Use of Urban Parks That Influence the Practice of Physical Activity in Children: A Systematic Review," IJERPH, MDPI, vol. 18(7), pages 1-23, March.
    3. Lorenza Corti & Carmen Gelati, 2020. "Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study," IJERPH, MDPI, vol. 17(6), pages 1-20, March.
    4. Hyun-Jeong Yang & Noriko Setou & Eugene Koh, 2022. "Utilization of Mind–Body Intervention for Integrative Health Care of COVID-19 Patients and Survivors," IJERPH, MDPI, vol. 19(11), pages 1-22, May.

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