Use of Meditation and Cognitive Behavioral Therapies for the Treatment of Stress, Depression and Anxiety in Students. A Systematic Review and Meta-Analysis
Metadatos
Mostrar el registro completo del ítemAutor
González Valero, Gabriel; Zurita Ortega, Félix; Ubago Jiménez, José Luis; Puertas Molero, PilarEditorial
MDPI
Materia
Stress Anxiety Depressions Students Meta-analysis
Fecha
2019-11-10Referencia bibliográfica
González-Valero, G., Zurita-Ortega, F., Ubago-Jiménez, J. L., & Puertas-Molero, P. (2019). Use of meditation and cognitive behavioral therapies for the treatment of stress, depression and anxiety in students. A systematic review and meta-analysis. International journal of environmental research and public health, 16(22), 4394.
Resumen
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,
R2 = 0.294) and depression (Q = 6.14, df = 2, p = 0.048; R2 = 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,
R2 = 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.