Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/266485 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
WZB Discussion Paper No. SP II 2022-203
Verlag: 
Wissenschaftszentrum Berlin für Sozialforschung (WZB), Berlin
Zusammenfassung: 
Mindfulness-based meditation practices are becoming increasingly popular in Western societies, including in the business world and in education. While the scientific literature has largely documented the benefits of mindfulness meditation for mental health, little is still known about potential spillovers of these practices on other important life outcomes, such as performance. We address this question through a field experiment in an educational setting. We study the causal impact of mindfulness meditation on academic performance through a randomized evaluation of a well-known 8-week mindfulness meditation training delivered to university students on campus. As expected, the intervention improves students' mental health and non-cognitive skills. However, it takes time before students' performance can benefit from mindfulness meditation: we find that, if anything, the intervention marginally decreases average grades in the short run, i.e., during the exam period right after the end of the intervention, whereas it significantly increases academic performance, by about 0.4 standard deviations, in the long run (ca. 6 months after the end of intervention). We investigate the underlying mechanisms and discuss the implications of our results.
Schlagwörter: 
performance
mental health
education
meditation
field experiment
JEL: 
I21
C93
I12
I31
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
2.16 MB





Publikationen in EconStor sind urheberrechtlich geschützt.