Wimmer, Lena Franziska, Bellingrath, Silja, von Stockhausen, Lisa (2020) Mindfulness Training for Improving Attention Regulation in University Students: Is It Effective? and Do Yoga and Homework Matter? Frontiers in Psychology, . ISSN 1664-1078. (doi:10.3389/fpsyg.2020.00719) (KAR id:81053)
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Official URL: https://doi.org/10.3389/fpsyg.2020.00719 |
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.
Item Type: | Article |
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DOI/Identification number: | 10.3389/fpsyg.2020.00719 |
Divisions: | Divisions > Division of Human and Social Sciences > School of Psychology |
Depositing User: | Lena Wimmer |
Date Deposited: | 29 Apr 2020 16:18 UTC |
Last Modified: | 16 Feb 2021 14:12 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/81053 (The current URI for this page, for reference purposes) |
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