Programme characteristics — longer duration, higher frequency, teacher delivery and older students — were tentatively associated with more significant well-being effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Programmes longer than 24 weeks had 83% significant effects versus 38% for 6–24 weeks; more-than-daily practice 67% versus 40% daily; teacher-delivered programmes 75% versus 30% for other instructors; senior students 64% versus middle school 25%. → Lea Waters 2015

Evidence¶

Lea Waters 2015¶

Lea Waters, Adam Barsky, Amanda Ridd, Kelly Allen. (2015). Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review. https://doi.org/10.1007/s10648-014-9258-2

q2 · i? · quant-synthesis · r1

The review's percentage-of-significant-effects analysis of programme characteristics (duration, frequency, age, facilitator) across well-being outcomes, described as tentative because formal moderator analyses were impossible with so few studies. Duration is one of several characteristics reported in Table 3 categories.

"Programmes that went for a longer duration (i.e. longer than 24 weeks) tended to have more consistent significant findings with 83 % ( n= 6 )o f t h e interventions that were more than 24 weeks reported as significant while only 38 % ( n=8) of interventions that lasted between 6 and 24 weeks being significant."

Discussion¶

Related Claims¶

• Evidence on meditation and academic achievement is scant: only three published studies, with the strongest from TM programmes on standardised test scores — related
• Transcendental meditation programmes showed a higher percentage of significant well-being effects than mindfulness-based and other meditation types, possibly due to settings and delivery — related
• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — a broader claim this one bears on
• Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — related
• Implementation quality, shorter program duration, and community-based delivery are associated with lower dropout among treated students — related
• Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration — related
• SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings — reports the opposite