Table 2.
ID reference coding of Primary Articles.
| ID | Authors | Year | Title |
|---|---|---|---|
| [57] | Ponsoda, F.C. | 2017 | The effect of an out-of-school mindfulness program on adolescents’ stress reduction and emotional wellbeing |
| [58] | Devcich, D.A.; Bernay, R.; Graham, E. | 2017 | Effectiveness of a Mindfulness-Based Program on School Children’s Self-Reported Well-Being: A Pilot Study Comparing Effects with An Emotional Literacy Program |
| [59] | Quach, D.; Mano, Gibler, R.C.; Jastrowski Mano, K.E. | 2017 | Does Home Practice Compliance Make a Difference in the Effectiveness of Mindfulness Interventions for Adolescents? |
| [60] | Tarrasch, R; Margalit-Shalom, L; Berger, R. | 2017 | Enhancing Visual Perception and Motor Accuracy among School Children through a Mindfulness and Compassion Program |
| [61] | Berger, R; Brenick, A.; Tarrasch, R. | 2018 | Reducing Israeli-Jewish Pupils’ Outgroup Prejudice with a Mindfulness and Compassion-Based Social-Emotional Program |
| [62] | Lemberger–Truelove, M.E.; Carbonneau, K. J., Atencio, D. J.; Zieher, A. K.; Palacios, A. F. | 2018 | Self-Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness-Based Intervention |
| [63] | Modi, S.; Joshi, U; Narayanakurup, D. | 2018 | To what extent is mindfulness training effective in enhancing self-esteem, self-regulation and psychological well-being of school going early adolescents? |
| [64] | Rodriguez-Ledo, C; Orejudo, S., Cardoso, M. J., Balaguer, Á., & Zarza-Alzugaray, J | 2018 | Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom with Adolescents |
| [65] | Tarrasch, R. | 2018 | The Effects of Mindfulness Practice on Attentional Functions Among Primary School Children |
| [66] | Viglas, M. & Perlman, M. | 2018 | Effects of a Mindfulness-Based Program on Young Children’s Self-Regulation, Prosocial Behavior and Hyperactivity |
| [67] | Wood, L; Roach, A. T., Kearney, M. A., & Zabek, F. | 2018 | Enhancing executive function skills in preschoolers through a mindfulness-based intervention: A randomized, controlled pilot study |
| [68] | Zelazo, P. D.; Forston, J. L.; Masten, A. S. & Carlson, S. M. | 2018 | Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood |
| [69] | Bauer, C. C; Caballero, C.; Scherer, E; West, M. R.; Mrazek, M. D.; Phillips, D. T.; Whitfield–Gabrieli, S; Gabrieli, J. D. | 2019 | Mindfulness Training Reduces Stress and Amygdala Reactivity to Fearful Faces in Middle-School Children |
| [70] | Janz, P; Dawe, S; Wyllie, M. | 2019 | Mindfulness-Based Program Embedded Within the Existing Curriculum Improves Executive Functioning and Behavior in Young Children: A Waitlist Controlled Trial |
| [71] | Rawlett, K. E.; Friedmann, E; Thomas, S. A. | 2019 | Mindfulness-based intervention with an attentional comparison group in at risk young adolescents: a pilot randomized controlled trial |
| [72] | Alampay, L. P..; Galvez Tan, L. J. T., Tuliao, A. P., Baranek, P., Ofreneo, M. A., Lopez, G. D., ... & Guintu, V. | 2020 | A Pilot Randomized Controlled Trial of a Mindfulness Program for Filipino Children |
| [73] | Berti, S. & Cigala, A. | 2020 | Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking |
| [74] | Franco, C.; Soriano, E; Amutio, A. & Mañas, I. | 2020 | Improving motivation in Latin American immigrants through a mindfulness-based program: A randomized study |
| [75] | Volanen, S. M; Lassander, M; Hankonen, N; Santalahti, P; Hintsanen, M; Simonsen, N; Raevuori, A; Mullola, S; Vahlberg, T; But, A; Suominen, S | 2020 | Healthy learning mind—Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: A cluster-randomized controlled trial |
| [76] | Ghiroldi, S.; Scafuto, F.; Montecucco, N. F.; Presaghi, F. & Iani, L. | 2020 | Effectiveness of a School-Based Mindfulness Intervention on Children’s Internalizing and Externalizing Problems: the Gaia Project |
| [77] | Güldal, Ş. & Satan, A. | 2020 | The effect of mindfulness-based psychoeducation program on adolescents’ character strengths, mindfulness, and academic achievement |
| [78] | Kim, E; Jackman, M. M.; Jo, S. H.; Oh, J.; Ko, S. Y.; McPherson, C. L.; Hwang, Y. S.; Singh, N. N. | 2020 | Effectiveness of the Mindfulness-Based Open Mind-Korea (OM-K) Preschool Program |
| [79] | Lahtinen, O; Salmivalli, C. | 2020 | An Effectiveness Study of a Digital Mindfulness-Based Program for Upper Secondary Education Students |
| [80] | Lam, K. & Seiden, D. | 2020 | Effects of a Brief Mindfulness Curriculum on Self-reported Executive Functioning and Emotion Regulation in Hong Kong Adolescents |
| [81] | Lassander, M.; Hintsanen, M.; Suominen, S.; Mullola, S.; Fagerlund, Å; Vahlberg, T.; Volanen, S. M. | 2020 | The Effects of School-based Mindfulness Intervention on Executive Functioning in a Cluster Randomized Controlled Trial |
| [82] | Pinazo, D.; García-Prieto, L. T.; García–Castellar, R. | 2020 | Implementation of a program based on mindfulness for the reduction of aggressiveness in the classroom |
| [83] | Frank, J. L. B; Broderick, P. C.; Oh, Y.; Mitra, J.; Kohler, K.; Schussler, D. L.; Geier, C.; Roeser, R. W.; Berrena, E.; Mahfouz, J.; Levitan, J.; Greenberg, M. T. | 2021 | The Effectiveness of a Teacher-Delivered Mindfulness-Based Curriculum on Adolescent Social-Emotional and Executive Functioning |