Evidence map›Paper›PMID 36193219›Full record

ArticleMindfulness2022

A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children.

Sofia Magalhães, Tânia Nunes, Inês Soeiro, Rui Rodrigues, António Coelho, Marisa Pinheiro, São Luís Castro, Teresa Leal, Teresa Limpo

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In one paragraph

Article in Mindfulness, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Sofia MagalhãesCenter for Psychology at Faculty of Psychology and Education Sciences, University of Porto, University of Porto, Porto, Portugal.ORCID 0000-0002-5103-7925
Tânia NunesPsychology Research Center, University of Minho, Braga, Portugal.ORCID 0000-0002-4187-5984
Inês SoeiroCenter for Psychology at Faculty of Psychology and Education Sciences, University of Porto, University of Porto, Porto, Portugal.ORCID 0000-0003-1696-5790
Rui RodriguesINESC TEC - Institute for Systems and Computer Engineering, Technology and Science, Faculty of Engineering of the University of Porto, Porto, Portugal.ORCID 0000-0003-4883-1375
António CoelhoINESC TEC - Institute for Systems and Computer Engineering, Technology and Science, Faculty of Engineering of the University of Porto, Porto, Portugal.ORCID 0000-0001-7949-2877
Marisa PinheiroINESC TEC - Institute for Systems and Computer Engineering, Technology and Science, Faculty of Engineering of the University of Porto, Porto, Portugal.ORCID 0000-0002-8994-8417
São Luís CastroCenter for Psychology at Faculty of Psychology and Education Sciences, University of Porto, University of Porto, Porto, Portugal.ORCID 0000-0002-1487-3596
Teresa LealCenter for Psychology at Faculty of Psychology and Education Sciences, University of Porto, University of Porto, Porto, Portugal.ORCID 0000-0002-9056-3266
Teresa LimpoCenter for Psychology at Faculty of Psychology and Education Sciences, University of Porto, University of Porto, Porto, Portugal.ORCID 0000-0002-9903-7289

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objectives: Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children's characteristics influence MBPs' effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children's attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status. Methods: Fifty-seven third graders received the MBP ( Results: Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP's effects. Conclusions: These findings provide preliminary evidence on the effectiveness of a MBP on children's behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.

Indexed as

AttentionChildrenEmotional regulationMindfulness-based programsSchool gradesWriting performance

Identifiers

PMID36193219
PMCPMC9520100

What OpenQuestion holds

Textmetadata
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.