本研究以後設分析的方法分別探討正念與正、負向效標的相關以及正念介入對正、負向效標的成效。納入分析的34篇文獻皆符合以下篩選標準：研究主題為正念和其他變項間的相關研究或以正念訓練為操作變因的實驗研究；以中學生或大學生為研究對象；以及透過問卷或實驗法收集資料。當樣本的異質性顯著時，以隨機效果模式進行分析，並以混和效果模式分析年級、效標向度這兩個類別的調節變項、以迴歸模型分析總訓練時數此連續的調節變項；反之，則採用固定效果模式，並且不進行調節變項之分析。分析結果皆符合研究假設：正念與負向效標的負相關為 -.38比正念與正向效標的正相關為 .29相關更強；以及正念訓練降低負向效標的效果量為0.63，明顯比正念訓練提升正向效標0.27的效果量大。調節變項分析發現行為向度會弱化正念與負向效標的相關。年級對正念訓練降低負向效標有調節效果，以高中生之效果量為最高、國中生為最低；並且總訓練時間越長效果量越高。本文闡述結果之涵義，且與國內外後設分析的結果相互參照，說明其異同，並提出可能的解釋。最後，亦針對國內之正念研究提出相關建議與未來的研究方向。

The study examined the relationships between mindfulness and various variables as well as the effects of mindfulness-based interventions on outcome variables. Thirty-four full-text articles were found to meet the inclusion criteria. Heterogeneity tests were conducted. Funnel plots, fail-safe numbers, and the trim-and-fill method were used to measure publication bias. Results showed a stronger correlation between mindfulness and negative variables than the correlation between mindfulness and positive variables. The correlation between mindfulness and negative behaviors was weaker than the correlation between mindfulness and other negative variables. The effect size of mindfulness interventions on reducing negative variables was moderate; however, the effect size of mindfulness interventions on improving positive variables was small. Mindfulness interventions with high school students on reducing negative variables were found to be the most effective. The effect of mindfulness interventions increased with the total hours of mindfulness training. The results gave us an insight into the nature of mindfulness. Recommendations for mindfulness intervention studies were given. Future research directions include using mindfulness in special education and other fields as well as cultural comparisons of mindfulness.

Alsubaie, M., Abbott, R., Dunn, B., Dickens, C., Keil, T. F., Henley, W., & Kuyken, W. (2017). Mechanisms of action in mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR) in people with physical and/or psychological conditions: A systematic review. Clinical psychology review, 55, 74-91.
Bijmolt, T. H. A., & Pieters, R. G. M. (2001). Meta-Analysis in Marketing When Studies Contain Multiple Measurements. Marketing Letters, 12(2), 157-169. http://www.jstor.org/stable/40216595
Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 12(1), 19-39.
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2010). A basic introduction to fixed‐effect and random‐effects models for meta‐analysis. Research synthesis methods, 1(2), 97-111.
Brockner, J., & Higgins, E. T. (2001). Regulatory focus theory: Implications for the study of emotions at work. Organizational behavior and human decision processes, 86(1), 35-66.
Cahn, B. (2022). P244. Enhanced Frontal Midline Theta (fmTheta) Power After Mindfulness Training in Major Depressive Disorder (MDD) Patients Correlates With Improvements in Mindfulness, Depression, and Perceived Stress. Biological Psychiatry, 91(9), S186.
Cheung, M. W. L. (2019). A Guide to Conducting a Meta-Analysis with Non-Independent Effect Sizes. Neuropsychology Review, 29(4), 387-396. https://doi.org/10.1007/s11065-019-09415-6
Ching, H.-H., Koo, M., Tsai, T.-H., & Chen, C.-Y. (2015). Effects of a mindfulness meditation course on learning and cognitive performance among university students in Taiwan. Evidence-Based Complementary and Alternative Medicine, 2015.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological medicine, 47(6), 990-999.
De Vibe, M., Bjørndal, A., Tipton, E., Hammerstrøm, K., & Kowalski, K. (2012). Mindfulness based stress reduction (MBSR) for improving health, quality of life, and social functioning in adults. Campbell Systematic Reviews, 8(1), 1-127.
Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2019). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. British Journal of Psychology, 110(1), 101-125.
Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents–a meta‐analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244-258.
Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455-463.
Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. Mindfulness, 3(3), 174-189.
Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34-45.
Frewen, P. A., Evans, E. M., Maraj, N., Dozois, D. J., & Partridge, K. (2008). Letting go: Mindfulness and negative automatic thinking. Cognitive therapy and research, 32(6), 758-774.
Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á. I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. The Spanish journal of psychology, 17.
Garland, E., Gaylord, S., & Park, J. (2009). The role of mindfulness in positive reappraisal. Explore, 5(1), 37-44.
Giluk, T. L. (2009). Mindfulness, Big Five personality, and affect: A meta-analysis. Personality and Individual Differences, 47(8), 805-811.
Greeson, J. M., Juberg, M. K., Maytan, M., James, K., & Rogers, H. (2014). A randomized controlled trial of Koru: A mindfulness program for college students and other emerging adults. Journal of American College Health, 62(4), 222-233.
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of psychosomatic research, 57(1), 35-43.
Gu, J., Strauss, C., Bond, R., & Cavanagh, K. (2015). How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies. Clinical psychology review, 37, 1-12.
Hülsheger, U. R., Alberts, H. J., Feinholdt, A., & Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of applied psychology, 98(2), 310.
Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Academic press.
Hemphill, J. F. (2003). Interpreting the magnitudes of correlation coefficients.
Higgins, E. T. (1997). Beyond pleasure and pain. American psychologist, 52(12), 1280.
Higgins, E. T. (1998). Promotion and Prevention: Regulatory Focus as A Motivational Principle. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 30, pp. 1-46). Academic Press. https://doi.org/https://doi.org/10.1016/S0065-2601(08)60381-0
Higgins, E. T. (2012). Regulatory focus theory. Handbook of theories of social psychology, 1, 483-504.
Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558.
Hoaglin, D. C. (2016). Misunderstandings about Q and ‘Cochran's Q test'in meta‐analysis. Statistics in medicine, 35(4), 485-495.
Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-based interventions for anxiety and depression. Psychiatric clinics, 40(4), 739-749.
Husin, W. N. I. W., Malim, T., & Arifin, A. (2021). The relationship between sleep quality, mindfulness and quality of life. International Journal of Innovative Science and Research Technology, 6(12).
Ives-Deliperi, V. L., Solms, M., & Meintjes, E. M. (2011). The neural substrates of mindfulness: an fMRI investigation. Social Neuroscience, 6(3), 231-242.
Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General hospital psychiatry, 4(1), 33-47.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future.
Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., Chapleau, M.-A., Paquin, K., & Hofmann, S. G. (2013). Mindfulness-based therapy: a comprehensive meta-analysis. Clinical psychology review, 33(6), 763-771.
Kien, N. T., Tri, C. M., & Linh, N. T. D. (2022). The relationship between mindfulness and stress, work-life balance and work attitude The 4th International Conference on Business
Kuyken, W., Warren, F. C., Taylor, R. S., Whalley, B., Crane, C., Bondolfi, G., Hayes, R., Huijbers, M., Ma, H., & Schweizer, S. (2016). Efficacy of mindfulness-based cognitive therapy in prevention of depressive relapse: an individual patient data meta-analysis from randomized trials. JAMA psychiatry, 73(6), 565-574.
Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-24.
LePera, N. (2011). Relationships between boredom proneness, mindfulness, anxiety, depression, and substance use. The New School Psychology Bulletin, 8(2), 15-25.
Lim, D., Condon, P., & DeSteno, D. (2015). Mindfulness and compassion: an examination of mechanism and scalability. PloS one, 10(2), e0118221.
Lindsay, E. K., Chin, B., Greco, C. M., Young, S., Brown, K. W., Wright, A. G., Smyth, J. M., Burkett, D., & Creswell, J. D. (2018). How mindfulness training promotes positive emotions: Dismantling acceptance skills training in two randomized controlled trials. Journal of personality and social psychology, 115(6), 944.
Masicampo, E., & Baumeister, R. F. (2007). Relating mindfulness and self-regulatory processes. Psychological Inquiry, 18(4), 255-258.
Miao, C., Humphrey, R. H., & Qian, S. (2018). The relationship between emotional intelligence and trait mindfulness: A meta-analytic review. Personality and Individual Differences, 135, 101-107.
Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of educational statistics, 8(2), 157-159.
Osho. (1974). The book of secrets—The science of meditation: A contemporary approach to 112 meditations described in the Vigyan Bhairav Tantra. New York: St. Martin’s Press.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Rosenthal, R. (1991). Meta-analysis: a review. Psychosomatic Medicine, 53(3), 247-271. https://journals.lww.com/psychosomaticmedicine/Fulltext/1991/05000/Meta_analysis__a_review_.1.aspx
Schonert-Reichl, K. A., & Roeser, R. W. (2016). Handbook of mindfulness in education: Integrating theory and research into practice. Springer.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386.
Silver, N. C., & Dunlap, W. P. (1987). Averaging correlation coefficients: should Fisher's z transformation be used? Journal of applied psychology, 72(1), 146.
Sipe, W. E., & Eisendrath, S. J. (2012). Mindfulness-based cognitive therapy: theory and practice. The Canadian Journal of Psychiatry, 57(2), 63-69.
Sterne, J. A., Becker, B. J., & Egger, M. (2005). The funnel plot (Vol. 75).
Sun, Q. (2019). Eastern thoughts, western practices: Meditation and mindfulness relaxation activities for learning and well‐being in adult and higher education (Vol. 2019).
Tang, R. (2021). Examining Mindfulness Training Effects and Mechanisms on Cognitive Control.
Tang, Y.-Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.
Vernon, L. (2022). Toward holistic mental wellness: A literature review of mindfulness-based and focusing-oriented art therapies [Expressive Therapies Capstone Theses, Lesley University].
Westbrook, C., Dutcher, J., Kusmierski, S., Creswell, J. D., Akpan, E., & Hallion, L. S. (2022). Neural Mechanisms of Mindful Disengagement from Worry.
WHO. (2005). Mental health: facing the challenges, building solutions: report from the WHO European Ministerial Conference. WHO Regional Office Europe.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in psychology, 5, 603.
Zoogman, S., Goldberg, S., Hoyt, W., & Miller, L. (2014). Mindfulness Interventions with Youth: A Meta-Analysis. Mindfulness, 6. https://doi.org/10.1007/s12671-013-0260-4
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290-302.
張仁和, 黃金蘭, & 林以正. (2016). 正念傾向對因應與情緒調節彈性之影響 [The Effect of Mindfulness on Coping and Emotion Regulation Flexibility]. 中華心理衛生學刊, 29(4), 391-411. https://doi.org/10.30074/fjmh.201612_29(4).0003
陳景花, & 余民寧. (2018). 正念在臺灣學校的影響：系統性回顧及後設分析 [The Impact of Mindfulness in School at Taiwan: A Systematic Review and Meta-analysis]. 中華輔導與諮商學報(51), 67-103. https://doi.org/10.3966/172851862018040051003