RT info:eu-repo/semantics/article
T1 Mindfulness-based intervention to reduce sensitivity to anxiety in a Spanish primary education setting
A1 García Lorenzo, Rut
A1 Carbonero Martín, Miguel Ángel
A1 Valdivieso León, Lorena
A1 Izar de la Fuente, Iker
K1 Anxiety sensitivity
K1 Intervention
K1 Mindfulness
K1 Primary Education
K1 61 Psicología
AB Objectives Mindfulness involves the ability to pay full and conscious attention to what is happening in the present moment.Scientific evidence supports its benefits in the educational field, contributing to the development of strategies that helpstudents cope academically, socially and emotionally. Meta-analyses on mindfulness in the Spanish educational contextreported significant improvements along the same lines. The aim of this study was to determine whether a mindfulness-basedintervention for primary school students improved their sensitivity to anxiety.Method A total of 352 students (170 boys, 182 girls) aged 6 to 12 years participated in Spain. A quasi-experimental pre-test-post-test design was used, with experimental group (266 students) and control group (86 students). Anxiety sensitivitywas measured with the Anxiety Sensitivity Index for Children. The intervention followed a sequential learning order basedon the Mindfulness-Based Stress Reduction (MBSR) programme.Results A significant decrease in anxiety sensitivity was observed in the post-intervention measure. Additionally, compari-sons of pre-test and posttest scores in the control group revealed significant differences. In terms of effect size, the differencebetween pre- and post-intervention scores was close to medium (Cohen's d = 0.43).Conclusions The efficacy of the programme was confirmed, and it was shown that the mindfulness intervention was ben-eficial; in the experimental group, anxiety sensitivity decreased significantly compared to that in the control group afterparticipation in the programme.
PB Springer
SN 1868-8527
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/75891
UL https://uvadoc.uva.es/handle/10324/75891
LA eng
NO Mindfulness, 2025, vol.16, n. 2, p. 437-447
NO Producción Científica
DS UVaDOC
RD 29-jun-2025