Effects of online mindfulness-based interventions on the mental health of university students: A systematic review and meta-analysis

Xiao-Gang Gong; Le-Peng Wang; Guang Rong; Dao-Ning Zhang; A-Yuan Zhang; Chao Liu

doi:10.3389/fpsyg.2023.1073647

Effects of online mindfulness-based interventions on the mental health of university students: A systematic review and meta-analysis

Front Psychol. 2023 Feb 8:14:1073647. doi: 10.3389/fpsyg.2023.1073647. eCollection 2023.

Authors

Xiao-Gang Gong¹, Le-Peng Wang², Guang Rong³, Dao-Ning Zhang⁴, A-Yuan Zhang^{5

6}, Chao Liu^{7

8}

Affiliations

¹ Department of Medicine, College of Special Education, Beijing Union University, Beijing, China.
² School of Humanities, Beijing University of Chinese Medicine, Beijing, China.
³ Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
⁴ Department of Diagnostics of Traditional Chinese Medicine, School of Traditional Chinese Medicine, Beijing University of Chinese Medicine, Beijing, China.
⁵ Department of Primary Education, Teachers College, Beijing Union University, Beijing, China.
⁶ College of Education, Capital Normal University, Beijing, China.
⁷ School of Journalism and Communication, Huaqiao University, Xiamen, China.
⁸ Business Analytics Research Center, Chang Gung University, Taoyuan City, Taiwan.

Abstract

Objectives: Mental health problems among university students are a cause of widespread concern. Mindfulness-based interventions (MBIs) delivered online have considerable potential to help university students manage mental health challenges. However, there is no consensus regarding the efficacy of online MBIs. This meta-analysis aims to determine whether MBIs are feasible and effective for improving university students' mental health.

Methods: Randomised controlled trials (RCTs) in Web of Science, PubMed, Cochrane Library, Embase and the US National Library of Medicine (Clinical Trial Registry) published through August 31, 2022, were searched. Two reviewers selected the trials, conducted a critical appraisal, and extracted the data. Nine RCTs met our inclusion criteria.

Results: This analysis showed that online MBIs were effective in improving depression (standardised mean difference [SMD] = -0.27; 95% confidence interval [CI], -0.48 to -0.07; P = 0.008), anxiety (SMD = -0.47; 95% CI, -080 to -0.14; P = 0.006), stress (SMD = -0.58; 95% CI, -0.79 to -0.37; P < 0.00001), and mindfulness (SMD = 0.71; 95% CI, 0.17 to 1.25; p = 0.009) in university students. No significant effect was found on wellbeing (SMD = 0.30; 95% CI, -0.00 to 0.60; P = 0.05).

Conclusion: The findings indicated that online MBIs could effectively improve the mental health of university students. Nevertheless, additional rigorously designed RCTs are required.

Systematic review registration: https://inplasy.com/inplasy-2022-9-0099/, identifier INPLASY202290099.

Keywords: mental health; meta-analysis; mindfulness; online; students; systematic review; university.

Publication types

Systematic Review

Grants and funding

This research was supported by Postdoctoral Science Foundation (No. 2020-22-140), Scientific Research Project of Teachers College of Beijing Union University (No. 122139919290104071), Teaching Research and Reform Programme for Graduate Education in Beijing Union University (No. JY2022Y002), Academic Human Resources Development in Beijing Union University (No. BPHR2019DZ06), Fujian Social Science Foundation (Nos. FJ2022BF058 and FJ2022BF070), and Quanzhou Social Science Foundation (No. 2022E11).