Programa basado en Mindfulness en educación superior: Una revisión sistemática de intervenciones y resultados
Mindfulness-based program in higher education: A systematic review of interventions and outcomesContenido principal del artículo
La salud mental de los estudiantes universitarios es una preocupación creciente a nivel mundial. Las intervenciones basadas en mindfulness (MBIs) han surgido como un enfoque prometedor para abordar el estrés, la ansiedad y la depresión en esta población. Esta revisión sistemática analiza la evidencia de 18 estudios, incluyendo 14 ensayos controlados aleatorizados, para evaluar la efectividad de los programas de mindfulness en la educación superior. Los resultados indican que las MBIs, tanto presenciales como digitales, reducen significativamente el estrés, la ansiedad y los síntomas depresivos, al tiempo que mejoran el bienestar general, la resiliencia académica y las funciones cognitivas. Los mecanismos clave identificados incluyen el aumento de la autocompasión, el descentramiento y la regulación emocional. A pesar de la heterogeneidad en los formatos de intervención, la evidencia respalda sólidamente la implementación de programas de mindfulness como una estrategia viable y efectiva para promover la salud mental y el éxito académico en el entorno universitario.
The mental health of university students is a growing global concern. Mindfulness-based interventions (MBIs) have emerged as a promising approach to address stress, anxiety, and depression in this population. This systematic review analyzes evidence from 18 studies, including 14 randomized controlled trials, to evaluate the effectiveness of mindfulness programs in higher education. The results indicate that MBIs, both in-person and digital, significantly reduce stress, anxiety, and depressive symptoms, while improving overall well-being, academic resilience, and cognitive functions. Key identified mechanisms include increased self-compassion, decentering, and emotion regulation. Despite heterogeneity in intervention formats, the evidence strongly supports the implementation of mindfulness programs as a viable and effective strategy to promote mental health and academic success in the university setting.
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