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The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices  [PDF]
Tahereh Ziaian, Janet Sawyer, Nina Evans, David Gillham
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.620222
Abstract: Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.
Shoulda’ Put a Ring on It: Investigating Adult Attachment, Relationship Status, Anxiety, Mindfulness, and Resilience in Romantic Relationships  [PDF]
Aileen M. Pidgeon, Alexandra C. Giufre
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.211005

This study aimed to investigate the predictive ability of relationship status, anxiety, mindfulness, and resilience in relation to the two orthogonal dimensions of adult attachment: attachment anxiety and attachment avoidance. 156 participants completed measures assessing relationship status, adult attachment, anxiety, mindfulness and resilience. The results showed that resilience and the relationship status of single significantly predicted attachment anxiety, whereas anxiety and being either single or divorced significantly predicted attachment avoidance. A significant mediating role of resilience in the prediction of attachment anxiety from being single was also observed. The main implications of this study provided preliminary support for the significant predictive value of resilience in attachment anxiety.

Atención plena y rendimiento académico en estudiantes de ense anza secundaria Mindfulness and academic achievement in secondary school students  [cached]
Benito León
European Journal of Education and Psychology , 2009,
Abstract: Han surgido dentro de la psicología clínica investigaciones sobre la denominada atención plena “mindfulness”. Este término es utilizado para designar un estado de atención y conciencia plena, se trata de que la persona se concentre en su presente activamente, observando de forma contemplativa todas las percepciones y sensaciones que experimenta en el momento en que se producen, sin hacer valoraciones. Existen algunas investigaciones centradas en el ámbito educativo que demuestran la influencia de una intervención en atención plena para mejorar el rendimiento académico. Creemos que el desarrollo de la atención plena en el ámbito escolar puede ser primordial para el aprendizaje del alumno y para su desarrollo afectivo y emocional. Sin embargo, un primer paso en la aplicación del “mindfulness” al ámbito escolar es dise ar instrumentos que evalúen y delimiten este nuevo constructo y nos permitan medir cuánto “mindfulness” tiene un alumno y cómo esto afecta a su rendimiento. Con una muestra de 344 estudiantes de 1o y 2o de la ESO, hemos confirmado la relación entre atención plena y rendimiento académico, medido globalmente y a través de diferentes materias básicas. Palabras claves: Atención, atención plena, rendimiento académico, estudiantes, educación secundaria. Have emerged within the clinical psychology research on the so-called mindfulness. This term is used to describe a state of care and full consciousness is that the person should concentrate on its current active, having a contemplative all perceptions and sensations experienced at the time they occur, without ratings. There is some research in the field school that show the influence of an intervention in mindfulness to enhance academic achievement. We believe that the development of mindfulness in schools may be paramount for student learning and their emotional development and emotional. However, a first step in the implementation of mindfulness the school level is to design tools to evaluate and identify this new construct, and will allow us to measure how much "mindfulness" is a student and how this affects their academic achievement. With a sample of 344 students from 1 and 2 of ESO, we have confirmed the relationship between mindfulness and academic achievement measured globally. Key words: Attention, mindfulness, academic achievement, students, secondary school
Patricia Allen Carbonell
Academic Research International , 2012,
Abstract: Implementing International Mindfulness Instructional Design (IMID) may ameliorate trauma that online Latino students experience, and improve their comparative 44% virtual academic underperformance to their white online student counterparts.
Efficacy of mindfulness-based meditation therapy on the sense of coherence and mental health of nurses  [PDF]
Michiyo Ando, Takako Natsume, Hiroko Kukihara, Hiroko Shibata, Sayoko Ito
Health (Health) , 2011, DOI: 10.4236/health.2011.32022
Abstract: The primary goal of the study was to assess the efficacy of mindfulness-based meditation therapy on the psychological well-being and sense of coherence of nurses with respect to coping with stress. The participants were 28 nurses working in a ward for elderly patients, with 15 included in the intervention group and 13 in the control group. Nurses in the intervention group received two sessions of mindfulness-based meditation therapy, including breathing, yoga movement and meditation. Each nurse was taught the program in the first session, then exercised at home with a CD, and subsequently met with an interviewer in a second session after two weeks. Nurses in the control group did not receive any interventions. The participants completed the General Health Questionnaire (GHQ), including subdomains of physical symptoms, anxiety and sleep disturbance, interference with social activities, and depression; and the Sense of Coherence (SOC) questionnaire, which includes three subdomains of comprehensibility, manageability, and meaningfulness pre- and post-intervention. The GHQ scores of the intervention group showed a significantly greater decrease than those of the control group. The SOC scores of the intervention group showed a significantly greater increase after the intervention compared to those in the control group, with the highest score for the meaningfulness subdomain. These results indicate that mindfulness-based meditation therapy is effective for improving the psycho-logical well-being and sense of coherence of nurses, which helps them to cope with stress.
Mindfulness in Schools Research Project: Exploring Students’ Perspectives of Mindfulness—What are students’ perspectives of learning mindfulness practices at school?  [PDF]
Karen Ager, Nicole J. Albrecht, Prof. Marc Cohen
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.67088
Abstract: Over the last decade, the cultivation of mindfulness has become a common part of the curriculum in classrooms around the world. A recent survey indicates that nearly 50% of teachers are sharing mindfulness with children. To date, researchers have predominately used outcome-based trial designs to understand the practice’s efficacy for improving wellness in children. Less research has been directed towards understanding how children perceive mindfulness experiences. This gap inspired the research question—What are students’ perspectives of learning mindfulness practices at school? Thematic analysis was employed to understand and interpret 38 elementary school students’ mindfulness journals. Findings suggest that mindfulness enhances student wellbeing and helps children develop a greater awareness of their body, mind and emotions. Implications of these findings are discussed. Future research is required to determine how mindfulness practices enhance and sustain student wellbeing and learning.
Academic Self-Efficacy Perceptions of Teacher Candidates  [PDF]
Dr. Etem YE??LYURT
Mevlana International Journal of Education , 2013,
Abstract: This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kele o lu Education Faculty of Education Formation of Sel uk University. A simple random sample was selected as sampling method and the study was conducted on 312 teacher candidates. The data of this study was obtained by “academic selfefficacy scale” which was developed by Jerusalem and Schwazer (1981) and translated into Turkish by Y lmaz, Gür ay, and Ekici (2007) and its reliability value was determined as .79. However, Cronbach Alfa reliability value of this scale became .76 with the result of the data analysis of the study. SPSS package program was used to analyze the data; and the data analysis, frequency, percentage, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA) and post hoc tests (LSD) test were used. When the findings of the research were considered in general, the result showed that the academic self-efficacy perception level of the candidates was at desired level. However, teachers' views about the level of academic self-efficacy perception showed that most of them preferred a lower level option "suits me", instead of "totally suits me" option that was the highest degree of participation of four likert-type scale. This illustrated that their perception about this issue was not at a very high level. When independent variables were taken into account, among the academic perception levels of teacher candidates, a significant difference was detected in terms of working as a teacher or not and academic achievement variables but it revealed no significant difference in terms of gender and type of education program variables.
Conociendo mindfulness [Knowing mindfulness]  [cached]
Marta Parra Delgado,Juan Monta?és Rodríguez,Marta Monta?és Sánchez,Raquel Bartolomé Gutiérrez
Ensayos : Revista de la Facultad de Educacion de Albacete , 2012,
Abstract: Resumen: Actualmente, sobre todo en la última década de nuestro siglo, han surgido un gran número de investigaciones sobre la eficacia de mindfulness en la mejora de los síntomas de personas que presentan diferentes problemas físicos y psíquicos. Mindfulness consiste en prestar conciencia plena a la realidad del momento presente con una actitud básica de aceptación. En el presente artículo se realiza una introducción a mindfulness, destacando diferentes definiciones y formas de conceptualizarlo y profundizando en los mecanismos psicoterapéuticos que subyacen a la práctica de mindfulness. Abstract: Currently, especially in the last decade of our century, have emerged a lot of research on the effectiveness of mindfulness in improving the symptoms of people with different physical and psychological problems. Mindfulness is to provide full consciousness to the reality of the present moment with a basic attitude of acceptance. This paper presents an introduction to mindfulness, highlighting different definitions and ways of conceptualizing and deeper into the mechanisms underlying psychotherapeutic practice of mindfulness.
Does Emotional Resilience Enhance Foster Placement Stability? A Qualitative Investigation  [cached]
Sally Preston,Kevin Yates,Mark Moss
International Journal of Psychological Studies , 2012, DOI: 10.5539/ijps.v4n3p153
Abstract: Frequent changes of foster placement are known to have a detrimental effect on the long-term well-being of cared-for children. Foster carers who take on children with challenging behaviours have to draw on resources, both internal and external, to help them build and maintain a relationship with the child that will last. Not all foster carers are successful in this regard. The aim of this qualitative study was to explore the role that the emotional resilience of foster carers plays in promoting placement stability. Seven foster carers, who had a track-record of stable placements (according to national criteria) with children exhibiting challenging behaviours, were recruited from a Local Authority in the North East of England. They attended a focus group and one-to-one interview. Verbatim transcripts were subjected to an inductive grounded theory analysis. Three potential underlying constructs, namely emotional resilience, interpersonal characteristics and external factors, were found to emerge from the data and identified as likely to influence foster placement outcomes. These data provide a springboard for further quantitative investigation with the potential to screen prospective carers to identify those best suited to “difficult” placements in order to maximise success for the benefit of all concerned.
Adaptation of Academic Self-Efficacy Scale into Turkish  [PDF]
Hüseyin ?NCü
Journal of Kirsehir Education Faculty , 2012,
Abstract: Purpose of this study is to adapt Academic Self-efficacy Scale into Turkish, determine validity and reliability of the scale developed by Morgan and Jinks (2003). Because of the correlation between the marks obtained from the English and Turkish Forms of the scale is .95, both of these forms were accepted as equivalent. Working group of the study included 380 students who were attending 5th, 6th, 7th, and 8th grades of four different primary schools in three counties of Ankara. Structural validity of the scale determined through exploratory and confirmatory factor analysis. As a result of exploratory factor analysis, it was seen that scale has three factor structure as it was original, but the third factor formed different factor. Factors were ability, context, and educational quality. Scale's reliability of Turkish form was determined as .80 with repetition and through Cronbach alfa inner reliability technique as .82.
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