Neurofeedback and mindfulness therapy improved student adjustment scores in a small trial
Both interventions outperformed a control group on emotional, social and academic adjustment, but the study did not establish that the approaches work equally well.
Based on the published abstract. The full paper may contain additional methods, results and limitations.
The 30-second takeaway
Students assigned to neurofeedback or mindfulness-based cognitive therapy had better emotional, social and academic adjustment scores than those in the control group. The researchers did not detect a significant difference between the active interventions. That supports improvement on the measured questionnaire in this sample, while leaving the relative effectiveness of the approaches uncertain.
The study used a small convenience sample from one city. The abstract does not report treatment length, control activities, effect sizes or follow-up, limiting judgments about the size and persistence of improvement.
Adjustment was the measured outcome
The study measured adjustment using a student questionnaire. Academic adjustment is the reported endpoint; the abstract does not present grades, exam results or other direct measures of academic achievement.
Similarity remains uncertain
A comparison that fails to detect a difference is not proof of equivalence. Without reported effect estimates or precision, the abstract cannot show how similar the interventions were or whether a meaningful difference remains possible.
The original publication
The Impact of Neurofeedback and Mindfulness-Based Cognitive Therapy on Chinese Students' Social, Emotional, and Academic Adjustment.
Liu M
Appl Psychophysiol Biofeedback · 2025
- PubMed ID
- 41017006
- Record checked
AI-assisted research and writing. This explains one selected publication; it is not a complete review of everything known. Our approach.
One more question, understood.
Keep track of the research you’ve explored.