@article{ref1,
title="Use of meditation and cognitive behavioral therapies for the treatment of stress, depression and anxiety in students. A systematic review and meta-analysis",
journal="International journal of environmental research and public health",
year="2019",
author="González-Valero, Gabriel and Zurita-Ortega, Félix and Ubago-Jiménez, José Luis and Puertas-Molero, Pilar",
volume="16",
number="22",
pages="e16224394-e16224394",
abstract="The prevalence of mental health problems within students due to high academic demands and learning difficulties is a current challenge the field of education. The aim of this study is to review the scientific literature in order to analyze the effect produced by cognitive-behavioral programs and meditation strategies on stress, anxiety, and depression in students. A further aim is to identify the determinants of treatment success. The bibliographic search was carried out using Web of Science, specifically in the categories of &quot;Education and Educational Research&quot; and &quot;Psychology&quot;, obtaining a sample of 122 articles published between 2007 and 2018. Studies were included which had a pre-experimental or quasi-experimental design and included pre-test and post-test phases. Following application of inclusion criteria, 34 articles were selected for inclusion in a meta-analysis of the random effects of each variable. This obtained an average effect size of -0.41 for stress, -0.37 for anxiety, and -0.30 for depression. Three moderating variables were analyzed, with significant correlations being found for the type of treatment relating to stress (Q = 11.01, df = 2, <i>p</i> = 0.004, R<sup>2</sup> = 0.294) and depression (Q = 6.14, df = 2, <i>p</i> = 0.048; R<sup>2</sup> = 0.436). The stage of education of the individuals was also found to impact upon anxiety intervention success (Q = 13.093 df = 2, <i>p</i> = 0.0009, R<sup>2</sup> = 0.196). Interventions mainly addressed the importance of meditation strategies, mindfulness programs, and cognitive-behavioral therapy to reduce stress, anxiety, and depression in students. This supports the need to increase research at an early age, considering the treatment of mental health as a key factor influencing academic performance and quality of life.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph16224394",
url="http://dx.doi.org/10.3390/ijerph16224394"
}