SynthesisFrontiers in psychology2026
The impact of mindfulness training and physical exercise on student academic burnout and academic achievement: a systematic review and meta-analysis.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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2 authors.
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Abstract
Background: Although the benefits of physical exercise for students' physical and mental health have been widely recognized, studies that systematically investigate the overall effects of physical exercise on students' academic burnout and academic achievement remain insufficient. Most existing research focuses on a single dimension, lacking systematic integration and quantitative synthesis. Objective: This systematic review and meta-analysis (PROSPERO registration: CRD420261292068) aims to comprehensively evaluate the effects of physical exercise on various indicators of students' academic burnout and academic achievement. Methods: We searched three databases: PubMed, Web of Science, and CNKI. Peer-reviewed Chinese and English randomized controlled trials published up to January 29, 2026 were included. Study quality was assessed using the Cochrane Risk of Bias tool. Results: Of the initially identified 12,086 studies, 35 met the inclusion criteria. Meta-analysis showed that Physical exercise significantly reduced students' overall academic burnout (SMD = -0.45, 95% CI [-0.83, -0.07], Conclusion: Physical exercise may significantly alleviate academic burnout and yield small but statistically significant improvements in academic achievement among students, especially overall academic achievement, mathematics performance and spelling performance in primary school students. These findings provide important evidence for promoting physical exercise among students to support their academic development and mental health. Systematic review registration: Identifier: CRD420261292068.
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