Eight-Week Mindfulness Training Effectively Improves Performance in Children with ADHD: A Comparison with Cognitive-Behavioral Training.

Chenguang Zhao, Yifei Sun, Wei Zhang

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 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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1 · What the graph read from it

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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.

2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed.

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4 · The record

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5 · Who and what money

Authors and funding

3 authors.

Chenguang ZhaoSchool of Psychology, Central China Normal University, Wuhan 430079, China.

Yifei SunSchool of Psychology, Central China Normal University, Wuhan 430079, China.

Wei ZhangSchool of Psychology, Central China Normal University, Wuhan 430079, China.

Funding

The National Social Science Fund of China 22BSH093

6 · The paper itself

Abstract

backgroundThis study compared the effects of mindfulness training (MT) and cognitive-behavioral training (CBT) on ADHD symptoms, test anxiety, and self-concept in children with ADHD and explored potential pathways of change associated with the two interventions.

methodsAfter a two-stage screening and eligibility confirmation procedure, 63 children with ADHD were included in the final analyses, including 19 in the MT group, 25 in the CBT group, and 19 in the control group. The MT and CBT groups received an eight-week intervention, whereas the control group continued regular classroom activities. ADHD symptoms, test anxiety, and self-concept were assessed before and after the intervention. Data were analyzed using 3 × 2 repeated-measures ANOVA and exploratory cross-lagged analyses.

resultsSignificant Group × Time interactions were found for ADHD symptoms, F(2, 60) = 29.74,

conclusionsBoth MT and CBT were associated with improvements in ADHD symptoms, test anxiety, and self-concept in children with ADHD. The exploratory pathway findings suggest that the two interventions may be linked to partly different patterns of change. However, further studies are needed to verify these preliminary findings.

Indexed as

ADHDcognitive-behavioral trainingmindfulness trainingself-concepttest anxiety

Identifiers

PMID42510249

DOI10.3390/bs16071128

PMCPMC13406042

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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.