Intervenciones basadas en mindfulness en estudiantes universitarios: revisión sistemática y fundamentos neuroeducativos

• Cheuquemán Arévalo, Carolina Esther ^[1] ; Cerda-González, Cristian ^[2] ; Fernandez-Carriba, Samuel ^[3] ; León-Herrera, Miriam ^[2]
  1. [1] Universidad Santo Tomás

     Universidad Santo Tomás

     Santiago, Chile

     
  2. [2] Universidad de La Frontera

     Universidad de La Frontera

     Temuco, Chile

     
  3. [3] Emory University

     Emory University

     Estados Unidos

     

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• Localización: Revista colombiana de educación, ISSN 0120-3916, ISSN-e 2323-0134, Nº. 96, 2025 (Ejemplar dedicado a: jul-sep; e19102)
• Idioma: español
• DOI: 10.17227/rce.num96-19371
• Títulos paralelos:
  • Intervenções baseadas em Mindfulness (MBI) em estudantes universitários: revisão sistemática e fundamentos neuroeducativos
  • Mindfulness-Based Interventions (MBI) in University Students: Systematic Review and Neuroeducational Foundations
• Enlaces
  • Texto completo
• Resumen
  • español

    Esta revisión sistematiza los efectos de las Intervenciones basadas en Mindfulness (mbi) sobre el bienestar socioemocional, rendimiento académico y sus fundamentos neuroeducativos en estudiantes universitarios. Se consultaron bases de datos: WoS, Scopus y PUBMED, desde el año 2011 al 2020, revisándose 51 artículos. Las mbi mejoran estado mindfulness, estrés, ansiedad, depresión, regulación emocional, autoconfianza, bienestar, motivación y compasión, la adaptación a la universidad, las relaciones interpersonales, la calidad del sueño, funciones ejecutivas y parámetros de estrés, e incrementaron, además, el desempeño académico. Los fundamentos neuroeducativos de las mbi fueron: estrés en la universidad, rendimiento académico y emociones, funciones ejecutivas y regulación emocional, y salud mental y rendimiento académico. Se concluye que las mbi representan un aporte real al bienestar psicológico, social y desempeño académico de los estudiantes universitarios.

  • English

    This review systematizes the effects of Mindfulness-Based Interventions (MBI) on social-emotional well-being, academic performance and their neuroeducational foundations in university students. Databases consulted included WOS, SCOPUS, and PUBMED, covering the period from 2011 to 2020, reviewing 51 articles. MBIs improved mindfulness state, stress, anxiety, depression, emotional regulation, self-confidence, well-being, motivation, compassion, university adaptation, interpersonal relationships, sleep quality, executive functions, stress parameters, and also enhanced academic performance. The neuroeducational foundations of MBIs were: university stress, academic performance and emotions, executive functions and emotional regulation, and mental health and academic performance. It is concluded that MBIs represent a significant contribution to the psychological, social well-being, and academic performance of university students.

  • português

    Esta revisão sistematiza os efeitos das Intervenções Baseadas em Mindfulness (MBI) sobre o bem-estar socioemocional, desempenho acadêmico e seus fundamentos neuroeducativos em estudantes universitários. Foram consultadas as bases de dados: WOS, scopus e pubmed, abrangendo o período de 2011 a 2020, com a revisão de 51 artigos. As MBIs melhoraram o estado de mindfulness, estresse, ansiedade, depressão, regulação emocional, autoconfiança, bem-estar, motivação, compaixão, adaptação à universidade, relações interpessoais, qualidade do sono, funções executivas e parâmetros de estresse, além de terem aumentado o desempenho acadêmico. Os fundamentos neuroeducativos das MBIs foram: estresse na universidade, desempenho acadêmico e emoções, funções executivas e regulação emocional, e saúde mental e desempenho acadêmico. Conclui-se que as MBIs representam uma contribuição real para o bem-estar psicológico, social e para o desempenho acadêmico dos estudantes universitários.

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