scholarly journals Corrigendum to “Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan”

2016 ◽  
Vol 2016 ◽  
pp. 1-1
Author(s):  
Hoi-Ching Ho ◽  
Malcolm Koo ◽  
Tsung-Huang Tsai ◽  
Chiu-Yuan Chen
Keyword(s):  
University Students ◽  
Cognitive Performance ◽  
Mindfulness Meditation

scholarly journals Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Ho-Hoi Ching ◽  
Malcolm Koo ◽  
Tsung-Huang Tsai ◽  
Chiu-Yuan Chen
Keyword(s):  
Reaction Time ◽  
University Students ◽  
Cognitive Performance ◽  
Mindfulness Meditation ◽  
Intervention Group ◽  
Vigilance Task ◽  
Analysis Of Covariance ◽  
Cognitive Tasks ◽  
Attention And Memory ◽  
Learning Effectiveness

Mindfulness training has recently gained much research interest because of its putative benefits for both mental and physical health. However, little is available in its effects on Asian students. Therefore, a quasi-experimental pre/posttest design was used to assess the effects of a one-semester mindfulness meditation course in 152 first-year Taiwanese university students and compared with 130 controls. The Chinese version of the College Learning Effectiveness Inventory (CLEI) and a computer software program focused on specific cognitive tasks were used for the evaluation. Results from the analysis of covariance revealed that while the score of the full CLEI scale was significantly higher in the intervention group compared with the control (P=0.022), none of the comparisons between the nine CLEI subscales were significantly different between the two groups. For the computer cognitive tasks, the intervention group exhibited significantly better performance in the accuracy of the digital vigilance task (P=0.048), choice reaction time (P=0.004), spatial working memory (P=0.042), and digital vigilance task reaction time (P=0.004). This study showed that a one-semester mindfulness meditation course was able to improve learning effectiveness and both attention and memory aspects of cognitive performance among Taiwanese university students.Corrigendum to “Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan”

Acute Impact of Mindfulness Meditation on Cognitive Performance

2021 ◽  
Author(s):  
R Chen ◽  
T Essader ◽  
J Jang ◽  
K Kaundinya
Keyword(s):  
Reaction Time ◽  
Cognitive Performance ◽  
Mindfulness Meditation ◽  
Pressure Pulse ◽  
Acute Effects ◽  
Beneficial Effects ◽  
State Of Mind ◽  
Before And After ◽  
Temporal Order Judgement

The beneficial effects of mindfulness meditation on higher-order cognitive performance as well as physiological parameters, such as decreased cortisol levels, blood pressure, pulse rate, and reaction time, have been studied extensively. However, most of these studies have been conducted over a relatively long term, comparing subjects who meditate on a regular basis with those who have never meditated. In this study, the acute effects of mindfulness meditation are investigated by examining the differences between tactile reaction time and temporal-order judgement (TOJ) obtained before and after a 10-minute meditation session in several case studies. Additionally, the participants reported their mood and stress levels in a survey before and after the meditation session. The results demonstrate that mindfulness meditation improves performance on the tactile reaction time and TOJ tasks, and it also promotes a peaceful state of mind.

Koru

2019 ◽  
pp. 3-14
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
University Students ◽  
Emerging Adulthood ◽  
Developmental Stage ◽  
Stress Management ◽  
Emerging Adults ◽  
Small Groups ◽  
Mindfulness Meditation ◽  
Psychological Services ◽  
Management Skills

Chapter 1 introduces Koru mindfulness, the model developed at Duke University’s Counseling and Psychological Services for teaching mindfulness and meditation to university students. The model combines training in mindfulness meditation with training in specific stress-management skills. The model has been designed for and tested on emerging adults and addresses some of the particular needs and interests of this developmental group. The developmental stage of emerging adulthood is defined and described. Mindfulness is defined, and the particular usefulness of mindfulness for emerging adults is explored. The model is briefly introduced, and some of the features of the model are described, such as the use of small groups, a clearly structured format, and mandatory attendance and homework.

Effects of mobile mindfulness meditation on mental health of university students: Systematic review and meta-analysis (Preprint)

2021 ◽  
Author(s):  
Hong Chen ◽  
Bin Chen ◽  
Ting Yang
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
University Students ◽  
Mindfulness Meditation ◽  
Meta Analysis ◽  
Well Being ◽  
Cochrane Library ◽  
Control Groups ◽  
Registration Number ◽  
Anxiety Depression

BACKGROUND Mobile mindfulness meditation (MMM) is mindfulness meditation intervention implemented by mobile devices like smart phones and apps. MMM has been used to help managing mental health of university students. OBJECTIVE The purpose of this study was to evaluate the effectiveness of MMM on mental health of university students in the areas of stress, anxiety, depression, mindfulness, well-being, and resilience. METHODS We conducted a systematic review and meta-analysis of the effectiveness of MMM on mental health of university students. An electronic literature search using the PubMed, Web of Science, EBSCO, Cochrane Library, and EMBASE from inception to July 16, 2021 was conducted to identify studies that reported the effects of MMM on stress, anxiety, depression, mindfulness, well-being, and resilience. Two reviewers retrieved articles, evaluated quality and extracted data independently. The methodological quality of the selected studies was determined using the Cochrane criteria for risk-of-bias assessment. The RevMan Version 5.3 was used to perform meta-analysis. RESULTS A total of 10 studies, including 958 university students, were selected for meta-analysis. Results showed that MMM was more effective than the control groups in decreasing stress (SMD=-0.41, 95% CI [-0.59, -0.23], P<0.0001), alleviating anxiety (SMD=-0.29, 95% CI [-0.50, -0.09], P=0.004), enhancing well-being (SMD=0.30, 95% CI [0.11, 0.50], P=0.003), and improving mindfulness (SMD=2.66, 95% CI [0.77, 4.55], P=0.006). However, there was no difference between MMM and the control groups in depression (SMD=-0.14, 95% CI [-0.30, 0.03], P=0.11), and resilience (SMD=-0.06, 95% CI [-0.26, 0.15], P=0.59). CONCLUSIONS MMM was an effective method to reduce stress, anxiety, and to increase well-being, mindfulness of university students, further studies are needed to confirm our findings. CLINICALTRIAL review article, no trail registration number.

“Don’t Bother Your Pretty Little Head”

2018 ◽  
Vol 42 (2) ◽  
pp. 136-150 ◽  
Author(s):  
Rotem Kahalon ◽  
Nurit Shnabel ◽  
Julia C. Becker
Keyword(s):  
University Students ◽  
Gender Equality ◽  
Cognitive Performance ◽  
Gender Inequality ◽  
Math Performance ◽  
Men And Women ◽  
The Public ◽  
Common Experience ◽  
Evaluation Feedback ◽  
Self Objectification

We examined whether appearance compliments, despite their flattery, undermine cognitive performance. In Study 1, women participants ( N = 88 Israeli university students) who wrote about past situations in which they had received appearance compliments (but not competence-related compliments) showed worse math performance than women in a control/no compliment condition—especially if they scored high on trait self-objectification (TSO). In Study 2, men and women participants ( nwomen = 73, nmen = 75 Israeli university students) received bogus occupational evaluation feedback, which did or did not include an appearance compliment. Although appearance compliments led to mood improvement among participants with high TSO, they also undermined math performance among both women and men. Because receiving appearance compliments is a common experience for women (whereas men are typically complimented for their competencies), our findings suggest that appearance compliments serve as a mechanism that might subtly perpetuate gender inequality. For the promotion of societal gender equality, it is important that the public is aware that appearance compliments, even if meant well, may create sexist environments. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

scholarly journals Changes in Iron Status Are Related to Changes in Brain Activity and Behavior in Rwandan Female University Students: Results from a Randomized Controlled Efficacy Trial Involving Iron-Biofortified Beans

2019 ◽  
Vol 149 (4) ◽  
pp. 687-697 ◽  
Author(s):  
Michael J Wenger ◽  
Stephanie E Rhoten ◽  
Laura E Murray-Kolb ◽  
Samuel P Scott ◽  
Erick Boy ◽  
...  
Keyword(s):  
University Students ◽  
Cognitive Performance ◽  
Spectral Power ◽  
Brain Activity ◽  
Iron Status ◽  
Brain Dynamics ◽  
Clinical Trial Registry ◽  
Double Blind ◽  
Body Iron ◽  
And Behavior

ABSTRACT Background Evidence suggests that iron deficiency (ID) affects cognitive performance, as measured in behavior. Although such effects must be mediated by changes in the brain, very few studies have included measures of brain activity to assess this relation. Objective We tested the hypothesis that provision of iron-biofortified beans would result in improvements in measures of iron status, brain dynamics, and behavior. Methods A double-blind, randomized, intervention study was conducted in 55 women aged 18–27 y with low iron status (serum ferritin <20 µg/L). Women were randomly assigned to consume iron-biofortified (86.1 ppm iron) or comparison beans (50.1 ppm iron) daily for 18 wk. Iron status was assessed by hemoglobin, ferritin, transferrin receptor, and body iron; cognitive performance with 5 computerized tasks; and brain dynamics by concurrent electroencephalography (EEG). All measures were taken at baseline and endline. Results The groups did not differ on any measures at baseline. Intention-to-treat analyses revealed significant (all P < 0.05) improvements in hemoglobin (partial effect size attributable to the independent variable, η2 = 0.16), ferritin (η2 = 0.17), and body iron (η2 = 0.10), speed of responding in attentional and mnemonic tasks (η2 = 0.04-0.29), sensitivity and efficiency of memory retrieval (η2 = 0.12-0.55), and measures of EEG amplitude and spectral power (η2 = 0.08 to 0.49). Mediation models provided evidence in support of the hypothesis that changes in iron status produce changes in behavior by way of changes in brain activity. Conclusions Behavioral performance and brain activity, as measured by EEG, are sensitive to iron status, and the consumption of iron-biofortified beans for 18 wk resulted in improvements in measures of both, relative to what was obtained with a comparison bean, in a sample of female university students. Furthermore, the results support the conclusion that changes in brain activity resulting from consumption of biofortified beans mediate the relations between changes in iron biomarkers and changes in cognition. Clinical trial registry: ClinicalTrials.gov Reg No. NCT01594359.

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