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Stuhr, Paul T., and April L. Denny. "The Lived Experience of Mindfulness in Adventure-Based Learning." Education Sciences 12, no. 9 (2022): 630. http://dx.doi.org/10.3390/educsci12090630.
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Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices.
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Schroevers, Maya J., and Rob Brandsma. "Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?" British Journal of Psychology 101, no. 1 (2010): 95–107. http://dx.doi.org/10.1348/000712609x424195.
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Mulyani, Petra Kristi, and Trimurtini Trimurtini. "Pengembangan PBL dan PJBL Terintegrasi PSE Mindfulness: Peningkatan Kompetensi Guru SD Gugus Imam Bonjol dalam Implementasi Kurikulum Merdeka." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 9, no. 11 (2024): 2051–58. https://doi.org/10.33084/pengabdianmu.v9i11.7840.
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The implementation of Kurikulum Merdeka (KM) at Imam Bonjol Elementary School Cluster, Salatiga, requires teachers with supporting competencies. The aim of this community service activity is to integrate Problem Based Learning (PBL) and Project Based Learning (PJBL) with Social Emotional Learning (PSE) so that it can improve teacher's competencies. The team provided community service activities included training, strengthening, and mentoring to develop PBL and PJBL learning integrated with PSE mindfulness in the implementation of KM. The community service activities used PALS (Participatory Action and Learning System) method. Partner teachers participated in socialization, training, assistance in development, and institutionalization on PBL and PJBL integration with PSE mindfulness. The results showed that 100% of teachers agreed that mindfulness was important to be applied in classroom learning and 83.33% of teachers agreed that mindfulness could be applied individually by teachers or students. The teachers' understanding on the meaning of mindfulness reached 100%. Meanwhile, the teachers' understanding on examples of mindfulness practices both individually and integrated into learning, especially in PBL and PJBL learning, reached 75%. The influence of mindfulness practices related to teacher duties was 89.49%, meaning that it was influential significantly. So that this mindfulness practice can have a positive effect on teachers both in their personal lives and in their duties as teachers.
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Herrmann, Tracy, William R. Marchand, Brandon Yabko, Ryan Lackner, Julie Beckstrom, and Ashley Parker. "Veterans’ interests, perceptions, and use of mindfulness." SAGE Open Medicine 8 (January 2020): 205031212093822. http://dx.doi.org/10.1177/2050312120938226.
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Objective: Mindfulness-based interventions are an evidence-based approach utilized in health care. There is developing evidence for effective use with military Veterans. However, little is known about Veterans’ view of mindfulness. This study aims to understand their interests, perceptions, and use of mindfulness to enhance educational outreach and treatment engagement. Methods: A cross-sectional study was conducted across the Veterans Health Administration in Salt Lake City, UT by administering a questionnaire to military Veterans. The questionnaire included the following themes: (1) demographics and respondents’ mindfulness practice; (2) respondents’ perceptions and beliefs about mindfulness; and (3) respondents’ knowledge and interest in learning about mindfulness. Results: In all, 185 military Veterans were surveyed; 30% practiced mindfulness in the past year, mainly for stress, posttraumatic stress disorder, sleep, and depression. Over 75% who practiced reported perceived benefit. Veterans rarely reported negative beliefs about mindfulness; 56% perceived an understanding of mindfulness and 46% were aware of Veterans Health Administration mindfulness offerings. In all, 55% were interested in learning about mindfulness, 58% were interested in learning how it could help, and 43% were interested in combining mindfulness with a pleasurable activity. Conclusion: Educational engagement approaches should be directed toward the benefits of mindfulness practice with minimal need to address negative beliefs. Outreach including education, with an experiential component, about mindfulness classes, availability of evening and weekend classes, individual sessions, and virtual offerings into Veteran’s homes, may enhance engagement in mindfulness-based interventions. Mindfulness-based interventions that combine mindfulness training with an experiential pleasurable activity may be one mechanism to enhance treatment engagement.
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Hauck, Yvonne, Colleen Fisher, Jean Byrne, and Sara Bayes. "Mindfulness-Based Childbirth Education: Incorporating Adult and Experiential Learning With Mindfulness-Based Stress Reduction in Childbirth Education." Journal of Perinatal Education 25, no. 3 (2016): 162–73. http://dx.doi.org/10.1891/1058-1243.25.3.162.
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ABSTRACTInformed choice is an expectation of today’s parents. Concern is evident around whether education models are evolving to ensure flexibility for parents to access options perceived as meeting their needs. Historical and current evidence around childbirth education models including the introduction of mindfulness to parent education will be presented. The aim of this article is to describe the rationale for incorporating adult and experiential learning with mindfulness-based stress reduction in a childbirth education program implemented in Western Australia. The curriculum of the Mindfulness Based Childbirth Education 8-week program is shared with corresponding learning objectives for each session. Examples of educational materials that demonstrate how adult and experiential learning were embedded in the curriculum are presented.
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Do, Tat-Thien, and Thien-Vu Giang. "Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice." Heliyon 10, no. 12 (2024): e32977. http://dx.doi.org/10.1016/j.heliyon.2024.e32977.
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Sermboonsang, Renus, Patriya Silpakit Tansuhaj, Chatchawan Silpakit, and Chirawan Chaisuwan. "Mindfulness-based transformational learning for managing impulse buying." Journal of Education for Business 95, no. 2 (2019): 129–37. http://dx.doi.org/10.1080/08832323.2019.1618233.
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Hart, Jane. "School-Based Mindfulness Eases Stress and Improves Learning." Alternative and Complementary Therapies 25, no. 5 (2019): 266–68. http://dx.doi.org/10.1089/act.2019.29237.pro.
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Cai, Zhimei, Faridah Mydin Kutty, and Muhammad Syawal Amran. "The Association Between Mindfulness and Learning Burnout Among University Students: The Mediating Role of Regulatory Emotional Self-Efficacy." European Journal of Educational Research 14, no. 3 (2025): 859–72. https://doi.org/10.12973/eu-jer.14.3.859.
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Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.
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Gilligan, Tammy, and Michele Kielty. "Cross-Cultural Mindfulness: Examining the Processes and Outcomes of a Multidisciplinary Study Abroad Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 37, no. 2 (2025): 34–59. https://doi.org/10.36366/frontiers.v37i2.912.
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Mindfulness has become a popular topic of intellectual and experiential study in multiple disciplines, including healthcare, business, education, and various human service professions. We designed a study abroad experience where undergraduate and graduate students from various human service disciplines engaged in academic study, personal practices, and cross-cultural learning experiences related to mindfulness. A mixed-methods design was used in this study. Participants reported a significantly greater sense of mindful awareness after completing their study abroad. Experiences that allowed for internal processing of mindfulness (e.g., meditation, journaling, readings, and non-doing) and experiences that allowed for external engagement with mindfulness (e.g., learning about the brain and science, visiting schools that integrate mindfulness, participating in a Buddhist retreat) emerged as crucial to the embodiment of mindfulness in participants’ personal lives. Based on these findings, we note the potential relevance of mindfulness to intercultural learning, and we conclude by offering suggestions to support human service professionals in developing learning activities that cultivate mindfulness through experiential and immersive experiences.
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Rohman, Desty Endrawati Subroto, Khairunnisa Azra Amalina, Ovi Nabila, M. Ahyudin, and Dewi Yanah. "Peran Mindfulness dalam Meningkatkan Motivasi Belajar pada Mahasiswa Gen-Z." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 3, no. 1 (2025): 1–10. https://doi.org/10.61404/jimad.v3i1.357.
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Learning motivation is the drive that encourages individuals to remain enthusiastic about learning. Previous research has explained various forms of motivation, such as internal and external motivation. One aspect of internal motivation is self-awareness or Mindfulness. However, research on Mindfulness as a factor influencing learning motivation, particularly in Generation Z, is still quite limited. Therefore, this study aims to examine the role of Mindfulness in enhancing learning motivation in Generation Z. This research uses purposive sampling to select samples that meet the research criteria. The participants involved are Generation Z individuals aged between 12 and 27 years, residing in Banten, and currently enrolled as active students. To measure the level of learning motivation, the Academic Motivation Scale (AMS) is used, while the Five Facet Mindfulness Scale (FMMQ-10) is used to measure the level of Mindfulness. The results of the study show a significant positive relationship between Mindfulness and learning motivation, with a regression coefficient of 0.152. This means that the higher an individual's level of Mindfulness, the higher their learning motivation will be. These findings suggest that Mindfulness can play an important role in improving learning motivation, especially when applied alongside other supporting factors such as social support, emotional regulation, and a conducive learning environment. This study provides evidence that a Mindfulness-based approach has the potential to be applied in strategies to enhance learning motivation. Therefore, the development of programs integrating Mindfulness practices into students' daily lives, particularly among Generation Z, could be an effective step in improving the quality of their learning experience.
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Saleh, Sitti Fithriani, Mutmainnah Mutmainnah, Nurfidhea Dwidelia, and Rachel Aura Azzahra. "Pengaruh Mindfulness-Based Learning Terhadap Fleksibilitas dalam memecahkan masalah Matematika di Sekolah Dasar." Bima Journal of Elementary Education 3, no. 1 (2025): 18–26. https://doi.org/10.37630/bijee.v3i1.2648.
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The background of this research is based on the urgency to increase flexibility of thinking in solving mathematical problems at the Elementary School level. This study aims to examine the effect of Mindfulness-Based Learning (MBL) on students' flexibility of thinking in solving mathematics problems in elementary school. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 fourth and fifth grade students who were divided into two groups: an experimental group that participated in mindfulness-based learning and a control group that participated in conventional learning. Data were collected through a mathematical thinking flexibility test, a mindfulness questionnaire, and classroom observations. The results showed that the experimental group experienced a significant increase in thinking flexibility, with a higher average posttest score (85.767) than the control group (69.733), with a p-value < 0.001. The application of Mindfulness-Based Learning is proven to be effective in improving students' ability to move between various mathematical problem-solving strategies, as well as increasing awareness and focus in the problem-solving process. These findings indicate that mindfulness intervention can be an effective approach to increasing flexibility of thinking in primary school, especially in mathematics learning.
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Khazan, Inna. "Mindfulness- and Acceptance-Based Biofeedback." Biofeedback 43, no. 3 (2015): 104–10. http://dx.doi.org/10.5298/1081-5937-43.3.08.
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Mindfulness and acceptance practices have become increasing popular and better accepted in Western culture in the recent decades. There now exists a wealth of empirical evidence demonstrating the positive effect of mindfulness meditation on physical and mental health, as well as its ability to influence brain structure and function. Mindfulness and acceptance skills may enhance internal awareness of physiological states, facilitate passive volition, improve learning, memory, and attention, and encourage structural and functional brain changes conducive to lower sympathetic arousal. All of these factors are vital to biofeedback success. This paper will introduce a framework for integrating mindfulness and acceptance skills into biofeedback and provide treatment relevant example of using these skills.
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Ferdiyanto, Yogi, Guntur Yulisatria, and Mela Suhariyanti. "Managing Emotions and Motivation: Psychological Strategies in Volleyball Learning." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 8, no. 3 (2024): 494–503. https://doi.org/10.33369/jk.v8i3.35653.
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The purpose of this study was to examine the intervention of mindfulness training in emotion management and motivation in improving students' engagement and achievement in learning volleyball at Vocational High School. This research is experimental research. The quasi-experimental method used is one group pretest-posttest design. Mindfulness intervention is implemented directly with participants by carrying out mindfulness meditation as an effort to manage students' emotions and motivation. for motivation using a sports achievement motivation instrument adapted by Miftah Janah based on Smith's theory. The results of this study show that mindfulness training intervention has a significant effect in improving emotional intelligence and student motivation in learning volleyball at SMK Muhammadiyah Abung Semuli. The conclusion of the research is that mindfulness training can increase students' emotional intelligence and motivation in learning volleyball. Thus, providing treatment in the form of mindfulness exercises has a positive impact on students, namely increasing the level of emotional intelligence and student motivation in learning volleyball.
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Victoria, Maria, and Sara Lodhi. "Mindfulness in Well-Being, Cognition and Learning: Benefits on Higher Education and Health-Care Professions." OBM Integrative and Complementary Medicine 7, no. 1 (2021): 1. http://dx.doi.org/10.21926/obm.icm.2201009.
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Mindfulness is a form of meditation that can be defined as one’s ability to be present to the surroundings and environment, and not overreact to what is happening around us. With the recent pandemic still affecting the world, more studies have recently become known describing the suitability of mindfulness to prevent and manage mental health. This fact alone offers grounds for mindfulness practices to be added to any stressful environment, including Institutions of higher education and the workforce. Even more, mindfulness practices have a strong link to brain function, increasing cognitive ability, memory, and emotional regulators. The objective of mindfulness-based practices is to experience cognitive flexibility and attentional focus, essential traits for students and health-care professionals in today’s world. As a College of Pharmacy, training future healthcare workers, we wanted to decide whether mindfulness practices might be of benefit to be included in the curriculum. Herein we performed a selective literature review to determine how mindfulness affect human cognition and learning. We observed that, compared to non-meditators, meditators are more likely to experience less mental, emotional, and physical symptoms associated with stress, burnout, or feelings of hopelessness. Several studies discuss the improvements that mindfulness-based meditation has on cognitive flexibility and attentional functions. We widen our search to reveal the impact that mindfulness-based meditation has in the stress observed in education, students and healthcare professionals. Higher education and health professionals are more likely to experience severe stress and suffer from enervation. We concluded that, in our line of work, those pursuing higher education and health professional degrees would benefit from practicing mindfulness. Incorporating mindfulness-based meditation can help alleviate these symptoms and improve not only the quality of life and learning, but also the patient-doctor interaction.
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Donnelly, Katherine, Kirsty James, and Linda Walz. "Group-based mindfulness practice training for individuals with a learning difficulty: A pilot study." Clinical Psychology Forum 1, no. 266 (2015): 7–11. http://dx.doi.org/10.53841/bpscpf.2015.1.266.7.
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Mindfulness approaches are increasingly popular clinical, empirically supported interventions, but used little with those with learning disabilities. This paper describes a weekly mindfulness group for service users in a community-based learning disabilities service. Client feedback on the group is presented.
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Griffith, Gemma, and Rebecca Crane. "Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC)." Global Advances in Health and Medicine 10 (January 2021): 216495612110568. http://dx.doi.org/10.1177/21649561211056883.
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Background: Reflective practice is a key skill which can enable the development of teaching competence among Mindfulness-Based Program (MBP) teachers. Purpose: In this article, the Mindfulness-Based Interventions: Teaching and Learning Companion (TLC) is introduced. This new tool is based upon the established teaching competence assessment tool, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC). The MBI:TAC has enabled benchmarking of international standards of MBP teaching which helps ensure high fidelity to MBP curricula and contributes to the overall integrity of the field. This in turn, underpins the potential of MBPs to be effective interventions for the enhancement of participants’ mental health and wellbeing. Conclusions: The TLC aims to facilitate MBP teachers’ development by enabling active reflection focused on the key features of MBP teaching skills.
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Kim, Kyung-Hwa. "A Class Case Study on the Influence of a Mindfulness-based Course in University Students upon Resilience." Korean Society for Holistic Convergence Education 26, no. 3 (2022): 1–25. http://dx.doi.org/10.35184/kshce.2022.26.3.1.
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The purpose of this study is to figure out the learning performance and the applicability of a mindfulness-based course at a university through analyzing the influence of mindfulness upon resilience and a meaning of experiencing a mindfulness-based class. For the research, an ‘empathy’ class was progressed among the mindfulness-based compulsory liberal arts subjects at K university. And then, a questionnaire was conducted targeting 265 learners. For the qualitative research, the materials were collected through review, observation log, and university’s e-class. As a result of the research, the variables of the mindfulness significantly influencing the resilience appeared to include ‘current awarness,’ ‘attention concentration,’ ‘postcentralism.’ As for the learners, the experience of an empathy class was indicated the learning outcomes such as prosociality, positive property, healing, emotion control, the understanding of oneself, and so on. This research result can be considered to show the necessity of expanding a mindfulness-based course of the university teaching in order to enhance the future talent capabilities such as mindfulness and resilience.
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Holmes, Kimberley. "Mindfulness as a Practice of Professional Life: A Reflective Learning Journey with Second Year Teachers." Journal of Educational Thought / Revue de la Pensée Educative 50, no. 1 (2018): 21–42. http://dx.doi.org/10.55016/ojs/jet.v50i1.44296.
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This paper summarizes the journey of my doctoral dissertation which was undertaken with nine second year teachers who wished to study the role of mindfulness in curriculum and learning. The research participants engaged in four life writing exercises around the topic of Mindfulness and Self, Mindfulness and the Learning Sciences, Mindfulness and Storytelling and Mindfulness in Systems understanding. Through the writing process and the braiding of the individual stories powerful themes emerged. These themes were then organized to create a potential model for teacher education, based on the four quadrants of the Integral Model (Wilber, 2000, 2006) focusing on incorporating mindfulness into personal and professional praxis.
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Biber, Duke D. "Integration of a Mindfulness Meditation Lab for University Students." Building Healthy Academic Communities Journal 4, no. 2 (2020): 88. http://dx.doi.org/10.18061/bhac.v4i2.7666.
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Background: Mindfulness meditation can effectively enhance every dimension of holistic wellness and learning, including cognition, attention, self-regulatory resources, and first-year academic success.Aim: This paper discusses the potential impact of a mindfulness meditation room on student wellness, education, experiential learning, and development.Methods: The program curriculum and the structure of the Wolf Wellness Lab at the University of West Georgia emphasizes a holistic approach to higher education curriculum development and student wellness and is based on the National Wellness Institute's six dimensions of wellness. The newly developed mindfulness meditation room is discussed in regard to recent research and valid, practical application as a way to improve student learning and overall wellness.Conclusions: The mindfulness meditation room provides experiential learning and high-impact practices associated with the University of West Georgia educational curriculum. The mindfulness meditation room could promote student learning and overall well-being via personal practice and opportunities to guide other students and faculty through meditation practice.
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Piscayanti, Kadek Sonia, and Issy Yuliasri. "Inventing Voice of Identity through L2 Poetry Writing: A Construct of Mindfulness-Based Strategy in Remote Learning." Language Circle: Journal of Language and Literature 16, no. 1 (2021): 71–80. http://dx.doi.org/10.15294/lc.v16i1.32613.
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Voice of identity can be found in an expressive writing such as poetry writing. In l2 learning context, poetry is a medium to learn a new language in a creative way. Language is developed through mindfulness and creativity. As language develops, l2 learners make use of their sensitivity to language and create or produce the language that represents the voice of identity themselves. This article focuses on how l2 poetry writing can invent voice of identity in the l2 learners by using the construct of mindfulness-based strategy. In the pandemic context where offline education is not possible, mindfulness-based strategy is best implemented in l2 remote learning since it has four main principles in language learning such as finding novelty in learning, being sensitive to context, actively engaged in the present moment, and stimulate opennes and multiperspectives. By online learning, poetry is taught with mindfulness concepts and they are guided mindfully on how they become language learners creatively and effectively by writing their poetry about their life during the pandemic. The data collected are poetry and reflection diary and analyzed through the construct of poetry in mindfulness framework. The results indicated that poetry writing can represent voice of l2 learner’s identity; their new perspectives of the world, reflection and sensitivity to context, choices of life, present moment engagement, opennes and multiperspectives
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Piscayanti, Kadek Sonia, Januarius Mujiyanto, Issy Yuliasri, and Puji Astuti. "The Voice of Identity: The Power of Mindfulness-Based Approach in EFL Poetry Classroom." Theory and Practice in Language Studies 14, no. 2 (2024): 376–84. http://dx.doi.org/10.17507/tpls.1402.08.
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Mindfulness-based approach has been widely used in English language learning. It is highly promoted to stimulate and build peace of mind, well-being, and creativity. In EFL poetry writing, a mindfulness-based approach stimulates novelty, new perspective, context awareness, and productivity. The process of how the mindfulness-based approach is implemented is gained through the narrative inquiry of the learning. This study aims to identify the voice of identity revealed through mindfulness-based poetry writing. The researchers focused on the voice of identity because it is a crucial aspect of poetry that can help the reader to understand and feel the message of the poetry. Study data were collected from three respondents that were selected using purposive sampling. Those respondents were the 6th-semester students who were taking Poetry Course. The researchers used mindful journals and interviews to collect the study data and analyzed them using cross-case analysis. The results showed that through narrative inquiry, language learning through poetry writing could be understood as a series of experiences, the journeys of feelings and emotions. From the narratives' data, the poets' voice is revealed. The poetry reveals some voices, such as trauma, sadness, loneliness, and self-validation. Besides, this study also found that mindfulness has a significant role in helping students to frame their voices. Thus, considering the study's results, it is recommended that students find a way to improve their mindfulness, and teachers should find a teaching strategy to support it.
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Turner, Kellie. "Embedding mindfulness into everyday practice on an assessment and treatment unit for individuals with learning disabilities." Clinical Psychology Forum 1, no. 310 (2018): 29–33. http://dx.doi.org/10.53841/bpscpf.2018.1.310.29.
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Reflections based on work undertaken by an assistant psychologist to embed mindfulness-based practice into an inpatient unit for adults with learning disabilities are presented. These reflections focus on things that worked well, challenges to mindfulness-based practice, and ways forward.
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Kaşıkcı, Furkan, and Burak Can Korkmaz. "The Mediator Role of Mindfulness Between Social Emotional Learning and Mental Health Problems." Erzincan Üniversitesi Eğitim Fakültesi Dergisi 27, no. 1 (2025): 117–25. https://doi.org/10.17556/erziefd.1582370.
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This article investigated how mindfulness mediates the association between social-emotional learning (SEL) and mental health problems. The participants were 470 university students at the department of classroom teaching, guidance and psychological counseling, preschool, and special education departments. 285 of them were females (60.6%) and 185 of them were males (39.4%), between the age of 18 to 23 (SD=1.29). Social Emotional Learning Scale for Adolescents, Conscious Awareness Scale, and General Health Questionnaire were used for data collection. This study employed Hayes's regression-based Model 4 mediation analysis to test how mindfulness mediates the relationship between SEL and mental health problems. The study found that SEL significantly predicted fewer mental health problems. Moreover, this study suggested that mindfulness plays a mediating role between SEL and mental health problems. Taken all together, the study revealed significant direct and indirect effects of SEL on mental health problems. According to findings, incorporating SEL and mindfulness into psychosocial support programs for university students can be effective in alleviating mental health problems. This study highlighted the protective role of mindfulness-based SEL practices on mental health.
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Suganda, Lingga A., Zuraida Zuraida, Ismail Petrus, and Fiftinova Fiftinova. "Pre-Service Teahers’ Use of Mobile-Based Mindfulness Practices During Covid-19 Pandemic Era." Jurnal Pendidikan Bahasa dan Sastra 22, no. 2 (2023): 237–48. http://dx.doi.org/10.17509/bs_jpbsp.v22i2.55914.
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Mindfulness is the basic human ability to be fully present, aware of where they are and what they are doing, and not overly reactive or overwhelmed by what is going around them. The growing evidence of the use of mindfulness practice on promoting psychological wellbeing and self-regulation is in line with the increasing use of mobile applications in this digital era nowadays especially during the COVID-19 pandemic era. This study aims to find out the influence of two mobile-based mindfulness apps, Calm and Headspace, on the pre-service teachers of English as a Foreign Language (EFL) in Indonesia studying online during COVID-19 pandemic era. The 43 subjects were given 20-session-mindfulness intervention (guided and independent trainings) using the two mobile-based mindfulness apps. The data from the Five Facet Mindfulness Questionnaire (FFMQ), the classroom observations, and the written interviews were analysed quantitatively and qualitatively. The results from the t-test analysis on the FFMQ show that there was an improvement on the subjects’ mindfulness level after the intervention. Furthermore, the results of the observation and the interview show that the oral narrations of the contents in the apps were found useful as a means to provide positive learning environment before and during the learning practice. Moreover, the oral narrations of the contents in the apps were specifically found useful as a means to practice listening comprehension. Therefore, besides being served as a means to practice and improve the pre-service teachers’ mindfulness level, mobile-based mindfulness apps could also be used to enhance one’s English listening comprehension skills. The use of mobile-based mindfulness applications can be promising for pre-service teachers in Indonesia who need to have balance academic and social-emotional skills to support their role in teaching students in the future.
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Siswanto, Deny Hadi, and Muhammad Misbahul Afandi. "Analysis of the Implementation of Mindfulness in Senior High School Students' Learning." Asian Pendidikan, no. 4 (June 30, 2024): 79–85. https://doi.org/10.53797/aspen.v4i1.9.2024.
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The rapid development of technology, despite providing convenience in daily life, also brings negative impacts such as stress, anxiety, and depression. This is no exception in the educational environment, especially in schools, where many students experience these negative effects. One emerging approach as a solution to address stress and mental well-being issues is through mindfulness practices. Although numerous studies have discussed the effectiveness of mindfulness in reducing student stress, a more in-depth exploration of the role and implementation of mindfulness in the educational context remains limited. This research aims to provide a comprehensive overview of the implementation of mindfulness in the learning process at the high school level. In this study, a descriptive qualitative method was employed, involving observations of subjects and research objects based on the facts revealed in the field. Data were obtained through interviews, observations, and documentation. The research findings indicate that mindfulness practices have been adopted in some private high schools, while in public high schools, the implementation of mindfulness is only being introduced by schools with proactive teachers in the learning process.
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Barus, Rosnelly, Nurhattati Nurhattati, and Kamaludin Kamaludin. "Studi Kepustakaan Manajemen Pendidikan Karakter Berbasis Mindfulness." Journal on Education 7, no. 2 (2024): 8906–15. https://doi.org/10.31004/joe.v7i2.7784.
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One of the new approaches widely applied in character development is mindfulness. Mindfulness-based character education management is an approach to managing education that emphasizes the development of students' character through mindfulness practices. The mindfulness approach offers solutions to enhance self-awareness, empathy, and emotional regulation in character education. This study uses a systematic literature review to analyze the application of mindfulness in character education management. The results show that mindfulness supports the development of students' character and helps teachers create a holistic learning environment. This approach requires collaboration from various parties for effective integration within schools. The study concludes that mindfulness-based character education management can create a generation that is academically intelligent as well as emotionally and socially balanced.
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Fadillah, Muti’ah, Eva Latipah, and Rohmatun Lukluk Isnaini. "EKSPLORASI PEMBELAJARAN BERBASIS MINDFULNESS DALAM MENINGKATKAN FOKUS DAN SIKAP RELIGIUS MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB DI UIN SUNAN KALIJAGA YOGYAKARTA." J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia 13, no. 1 (2025): 185–96. https://doi.org/10.23960/simbol.v13i1.458.
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This study aims to explore the application of mindfulness-based learning in enhancing learning focus and religious attitudes among students of the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta. The research employed a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving lecturers and students participating in the implementation of mindfulness methods. The findings reveal that mindfulness-based learning helps students improve concentration, reduce distractions, and cultivate deeper spiritual awareness. This process also fosters the internalization of Islamic values, reflected in students' religious attitudes, such as discipline in worship and better emotional management. These findings recommend the integration of mindfulness methods into the Arabic language curriculum to optimize academic achievements while shaping students' religiouscharacter. Penelitian ini bertujuan untuk mengeksplorasi penerapan pembelajaran berbasis mindfulness dalam meningkatkan fokus belajar dan sikap religius mahasiswa Program Studi Pendidikan Bahasa Arab di UIN Sunan Kalijaga Yogyakarta. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap dosen dan mahasiswa yang terlibat dalam implementasi metode mindfulness. Hasil penelitian menunjukkan bahwa pembelajaran berbasis mindfulness membantu mahasiswa meningkatkan konsentrasi dalam belajar, mengurangi distraksi, dan membangun kesadaran spiritual yang lebih mendalam. Proses ini juga mendorong penghayatan nilai-nilai keislaman yang tercermin dalam sikap religius mahasiswa, seperti kedisiplinan dalam ibadah dan pengelolaan emosi yang lebih baik. Temuan ini merekomendasikan integrasi metode mindfulness dalam kurikulum pembelajaran bahasa Arab untuk mengoptimalkan capaian akademik sekaligus membentuk karakter religius mahasiswa.
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Zeidan, Fadel. "CE Workshop 01: Mindfulness Meditation Induced Analgesia Engages Multiple Unique Brain Mechanisms." Journal of the International Neuropsychological Society 29, s1 (2023): 1. http://dx.doi.org/10.1017/s1355617723000784.
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Abstract & Learning Objectives:For millenniums, mindfulness was believed to diminish pain by reducing the influence of self-appraisals of noxious sensations. Today, mindfulness meditation is a highly popular and effective pain therapy that is believed to engage multiple, nonplacebo-related mechanisms to attenuate pain. Recent evidence suggests that mindfulness meditation-induced pain relief is associated with the engagement of unique cortico-thalamo-cortical nociceptive filtering mechanisms. The proposed talk will provide a succinct, yet comprehensive delineation demonstrating that brief mindfulness-based mental training significantly reduces acutely evoked chronic low back pain through non-opioidergic mechanisms. Recent findings indicate that mindfulness-based pain relief, after brief mental training, can significantly uncouple self-referential from nociceptive neural mechanisms, an important finding for the millions of individuals seeking a fast-acting and non-pharmacologic pain treatment. Upon conclusion of this course, learners will be able to: 1.Recognize if mindfulness reduces pain2.Describe brain mechanisms supporting mindfulness-based pain relief3.List the physiological systems supporting mindfulness
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Husgafvel, Ville, and Terhi Utriainen. "Contemporary Mindfulness and Transreligious Learning Paths of Mental Health Professionals." Religions 14, no. 6 (2023): 807. http://dx.doi.org/10.3390/rel14060807.
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In this article, we apply and assess the concept of transreligiosity in the study of formally educated and licensed psychologists and psychotherapists in Finland who integrate mindfulness practices in their professional toolkit. Our analytical focus complements the discussion on the use of religious and spiritual traditions as therapeutic resources by turning scholarly attention from individual coping tools to the professional skills of therapeutic work and from complementary and alternative medicine (CAM) practices to mainstream health care and education. In the field of mindfulness research, we add to the cumulative body of ethnographic approaches by analyzing the mindfulness-related individual learning paths of mental health professionals through qualitative interview data. Based on our analysis, we conclude that the professional skills of using mindfulness practices in secular health care and education can result from transreligious learning trajectories, in which psychologists and psychotherapists supplement science-based academic education with learning in Buddhist communities and training with Buddhist teachers. This role of Buddhist environments and resources points to a blind spot in the current understanding of adult and professional learning, in which the value and position of religious traditions as possible complementary sources of professional knowledge and skills are not sufficiently recognized.
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Wyatt, Caroline, Amy Ashton, and Joanne Regan. "Evaluation of a mindfulness–based group intervention for individuals experiencing chronic pain." Health Psychology Update 22, no. 2 (2013): 3–9. http://dx.doi.org/10.53841/bpshpu.2013.22.2.3.
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Research has increasingly investigated the use of mindfulness practice by individuals living with chronic pain conditions. The current study aimed to explore the practical implications of introducing mindfulness in a hospital setting, and to understand the experience and perceived consequences of brief mindfulness training. Attendees on a mindfulness–based pain management group were invited to take part in two facilitated focus groups. A total of 13 service-users participated and transcripts were analysed using thematic analysis. In addition, an evaluation questionnaire was completed by 34 attendees and analysed thematically. Using the combined data, seven key themes were identified. Three themes related to the practicalities of learning mindfulness:setting(the advantages and drawbacks of being based within an outpatient department);group format(the benefits of learning mindfulness with others); and ‘selling’ the concept(the way in which the group was introduced to participants upon referral). Four themes pertained to the role of mindfulness in the perception and management of pain:acceptance and awareness(developing a conscious recognition and understanding of pain and reactions to pain);pacing(recognising more easily when over activity was detrimental);mental attitude(feeling less negatively towards their pain); andperception of control(participants’ sense that they could use mindfulness as a tool to manage their pain). It was concluded that participants identified several benefits from practicing mindfulness, particularly in their perceived level of control of long–term pain symptoms. However, consideration must be paid to the suitability of outpatient hospital settings for such groups, and potential alternatives investigated.
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Shamas, Victor, and June Maker. "Mindfulness, learning, and the creative process." Gifted Education International 34, no. 2 (2018): 129–43. http://dx.doi.org/10.1177/0261429418763386.
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Based on a unique approach to creativity presented in a revolutionary new book, Deep Creativity, the authors introduce important, often-ignored processes and aspects of processes that are important to both learning and creativity. They focus on the qualities of thoughtfulness, which is complete receptivity to all possible ways of thinking, and sensationality, which is the experience of pure awareness devoid of all thought, as two aspects of mindfulness. They focus more on the underlying experience of mindfulness than on the use of mindfulness meditation methods and provide many ways for educators, parents, and community members to enhance learning and creativity. To stimulate thoughtfulness, the authors propose that students be given the opportunity to expand their receptivity to new ways of thinking through the practice of Repose, a simple technique that can be carried out virtually anywhere with minimal training. Sensationality can be heightened through immersion in free-form, non-competitive forms of play. Throughout this article, the authors offer specific strategies for integrating Repose and play into learning experiences and educational settings, including the exciting new concept of Centers for Creativity and Innovation in ways that increase learners’ productivity as well as their passion for learning.
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Marwintaria Saputri, Vike Aprilianin. "CONSTRUCTING MINDFULNESS-BASED WRITING INSTRUCTION IN GLOCALIZED LANGUAGE EDUCATION: A STUDY ON STUDENTS’ WRITING ABILITY." International Conference on Cultures & Languages (ICCL) 2, no. 1 (2024): 120–35. http://dx.doi.org/10.22515/iccl.v2i1.9585.
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Writing as an academic task is considered the hardest part of English instruction and learning. Communicative skills in writing can be taught by using one strategy that is mindful learning. The purpose of this study was to provide insights into the effectiveness of mindfulness-based writing instruction in enhancing students' writing ability within the framework of glocalized language education. The study was carried out from January to April 2024 at the Jinarakkhita Buddhist College of Lampung. The population of the research was the second-semester Buddhist Communication Science Department students in the academic year 2023-2024. In this study, the researcher attempts to incorporate mindfulness into the writing process. The researcher used a rubric score to analyse and measure the students’ writing ability before and after treatment. The data were collected by administering essay writing to assess students’ writing ability. The result showed that an increase in the in the pre-test and post-test average score from 48.5 to 62. There is a significant difference in writing competency between the students who are taught by using a mindfulness-based writing instruction and the students who were taught by using conventional writing strategy. The finding showed descriptively that the students who were taught by using mindfulness-based writing instruction achieved better writing comprehension. In conclusion, the second semester students’ writing abilities have improved as a result of the use of mindfulness-based writing instruction as they are more expressive and creative in conducting the idea. Besides that, mindfulness-based writing instruction emphasizing self-awareness and presence during the writing process. It can improve productivity, mental well-being, collaboration and learning for students.
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Baron, Louis. "Authentic leadership and mindfulness development through action learning." Journal of Managerial Psychology 31, no. 1 (2016): 296–311. http://dx.doi.org/10.1108/jmp-04-2014-0135.
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Purpose – The purpose of this paper is to evaluate a three-year training program based on action learning principles with regard to its effectiveness in fostering authentic leadership (AL) and mindfulness among the participants. Design/methodology/approach – Data were obtained using a mixed-method design. Quantitative data were collected using a quasi-experimental sequential cohort design with comparison group, in which 143 participants responded to a self-evaluation questionnaire up to six times over a three-year period. Semi-structured interviews were also conducted with 24 managers. Findings – The results indicate that, as participants evolved through the leadership development program, self-reports of AL and mindfulness increased significantly and linearly as determined using repeated measures ANOVA, paired t-tests, and content analysis of interviews. Practical implications – The results suggest that a leadership development program based on action learning principles can foster the development of AL and mindfulness. The core elements of action learning (i.e. working on real problems, gaining new insights in a supportive and confrontational environment of one’s peer) appear to be key to bringing about real changes in the behavior of participating managers and maximizing the chances of generating lasting effects. Originality/value – This is the first longitudinal study to demonstrate that the development of mindfulness and AL – which calls for internalization of attitudes and behaviors – can be fostered by a leadership development program. The question of whether AL can be developed through planned interventions is paramount for advancing theory and research on AL.
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Nobe-Ghelani, Chizuru. "Learning through a Reunion of Mind-Body-Emotion-Spirits." International Review of Qualitative Research 11, no. 4 (2018): 413–31. http://dx.doi.org/10.1525/irqr.2018.11.4.413.
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While reflexivity has been taken up as an important concept in critical qualitative research, there are few texts that illustrate explicit approaches to practicing reflexivity. Drawing on my doctoral research experience, this article fills this gap and explores how the practice of mindfulness may guide us to a rich engagement with reflexivity during the critical qualitative research process, in particular within the context of interactions with research participants. More specifically, mindfulness is put forth as a practice to invite an embodied and holistic form of learning that goes beyond cognitive knowing. I argue that a mindfulness-based reflexivity has the potential to open up a space to learn from the messiness and discomfort experienced in the research process and deepen our understanding about the operation of power relations in critical qualitative research and beyond.
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Mirandha, Yolla, and Firman Firman. "Mindfulness Relationship With Student Life Satisfaction In Learning During The Covid-19 Pandemic." Current Issues in Counseling 1, no. 2 (2022): 18–27. http://dx.doi.org/10.24036/0494cic.
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Today in the era of the Covid-19 pandemic, this study aims to: (1) describe the mindfulness of students in learning during the Covid-19 pandemic, (2) describe student life satisfaction in learning during the Covid-19 pandemic, and (3) test Mindfulness relationship with student life satisfaction in learning during the Covid-19 pandemic. The research approach used a quantitative approach with a descriptive correlational type. The population in this study were students of SMA Negeri 2 Sungai Limau with a proportional random sampling technique. Data collection was carried out through mindfulness and student life satisfaction questionnaires in learning. Furthermore, the data were analyzed using descriptive statistics with percentage techniques, and to test for normality, linear test and the relationship between the two variables used statistical analysis using the Pearson product moment technique with the help of SPSS version 20.0 for windows. Based on the results of the study, it was found: (1) students' mindfulness was in the high category with an average percentage of 43%, (2) the life satisfaction of students was in the medium category with an average percentage of 70.3% and (3) there was a relationship between mindfulness and Student life satisfaction in learning during the Covid-19 pandemic was 0.632 with a significant level of 99%. The implication of guidance and counseling services is that guidance and counseling teachers provide services to students related to mindfulness problems and student life satisfaction in learning during the Covid-19 pandemic.
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Mirandha, Yolla, and Firman Firman. "Mindfulness Relationship With Student Life Satisfaction In Learning During The Covid-19 Pandemic." Current Issues in Counseling 1, no. 1 (2021): 19–24. http://dx.doi.org/10.24036/0422cic.
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Today in the era of the Covid-19 pandemic, this study aims to: (1) describe the mindfulness of students in learning during the Covid-19 pandemic, (2) describe student life satisfaction in learning during the Covid-19 pandemic, and (3) test Mindfulness relationship with student life satisfaction in learning during the Covid-19 pandemic. The research approach used a quantitative approach with a descriptive correlational type. The population in this study were students of SMA Negeri 2 Sungai Limau with a proportional random sampling technique. Data collection was carried out through mindfulness and student life satisfaction questionnaires in learning. Furthermore, the data were analyzed using descriptive statistics with percentage techniques, and to test for normality, linear test and the relationship between the two variables used statistical analysis using the Pearson product moment technique with the help of SPSS version 20.0 for windows. Based on the results of the study, it was found: (1) students' mindfulness was in the high category with an average percentage of 43%, (2) the life satisfaction of students was in the medium category with an average percentage of 70.3% and (3) there was a relationship between mindfulness and Student life satisfaction in learning during the Covid-19 pandemic was 0.632 with a significant level of 99%. The implication of guidance and counseling services is that guidance and counseling teachers provide services to students related to mindfulness problems and student life satisfaction in learning during the Covid-19 pandemic.
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Pearson, Mark, Cait McMahon, and Analise O’Donovan. "Potential Benefits of Teaching Mindfulness to Journalism Students." Asia Pacific Media Educator 28, no. 2 (2018): 186–204. http://dx.doi.org/10.1177/1326365x18800080.
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Mindfulness can be defined and adopted in many ways, from the simple act of being more thoughtful through to the use of mindfulness-based meditation for a range of purposes and ultimately through to the application of mindfulness-based frameworks such as ‘mindful journalism’ to help navigate ethical dilemmas and avoid moral injury. Each has potential application in journalism education. This article outlines the basic principles and explains the likely benefits for participants in journalism learning, teaching and research, detailing some of the key research underpinning the field and offering some examples of its application. The principal argument is that instruction in mindfulness-based meditation—and in the expanded approach of mindful journalism—has the potential to strengthen journalism graduates’ resilience, deepen their learning and shore up their moral compasses as they enter an occupation where their reporting can expose them to trauma and the upheaval in the industry can subject them to stress, burnout and other mental health challenges.
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Putri, Alika Setia, Hendri Ardianto, Ayu Andriyaningsih, and Burmansah Burmansah. "A Study on Mindful Learning: Can Mindfulness-Based Social-Emotional Learning Strengthen Student Learning Focus?" International Journal of Science and Applied Science: Conference Series 8, no. 2 (2024): 103. https://doi.org/10.20961/ijsascs.v8i2.95113.
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<span lang="EN-US">This study aims to analyze the effect of Mindfulness-Based Social Emotional Learning (MBSEL) on students' learning focus in private junior high schools. Problems often faced by students include putting their heads on the table when bored, scribbling as a sign of lack of attention, chatting while the teacher is teaching, and using cell phones to check notifications. In addition, less interactive teaching methods also play a role in decreasing learning focus. This study uses a quantitative approach with a survey method. The study population included 140 students, with a sample of 104 students selected using proportional random sampling techniques. Respondents came from grades VII to IX students in the 2024/2025 academic year. The analysis showed a positive and significant effect between MBSEL and students' learning focus, with a t<sub>count</sub> value of 8.034 and a significance value of p &lt;0.05. Simple regression produced an R² value of 0.388, indicating that MBSEL contributed 38.8% to increasing students' learning focus, while 61.2% was influenced by other factors not examined in this study. This finding confirms the importance of implementing MBSEL to improve students' learning focus.</span>
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Pearson, Mark. "Student perceptions of mindful reflection as a media law teaching tool." Australian Journalism Review 45, no. 2 (2023): 201–15. http://dx.doi.org/10.1386/ajr_00132_1.
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Graduates’ failure to pause, reflect and draw on their learning to predict the legal consequences of their publishing can result in fines, damages and even jail terms. This article reports upon a survey of more than one hundred media law students in courses at an Australian university over two years where mindfulness-based cognitive reflections were used as a teaching tool. The author and colleague developed a conceptual map to explain the potentialities of mindfulness-based meditation in journalism education. In this action research project, mindfulness-based reflections were offered regularly during a media law course, with a strong emphasis upon emotional and situational analysis of media law dilemmas, as a complement to a traditional style of teaching media law cases, legislation and topics. Basic mindfulness meditation practices can equip students with a toolkit of techniques for inward reflection which they can use to assess their thought processes, emotional states, workplace situations, legal dilemmas, ethics and learning. The approach is in accord with the research on metacognition in psychology and education. The study reports a variety of student responses to the mindfulness reflection experience, ranging from some who objected to its use or who reported it to be of no value to their media law studies through to others who found it invaluable for their learning and lives. Students responded to a series of both Likert and open-ended questions covering their previous meditation exposure, frequency of participation, perceived benefits and shortcomings, extent of assisting learning and suggestions for improvements in the technique.
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Goel, Puneeta, Rupali Misra, Komal Kapoor, and Simmi Khurana. "Promoting Ethical Behaviours by Instant Mindfulness Meditation in Ethics Education." Journal of Business Ethics Education 19 (2022): 77–92. http://dx.doi.org/10.5840/jbee2022195.
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There is a growing need to identify what really can converge classroom learning to the real-life practising of ethical principles. We examine if the effectiveness of ethics education can be improved through meditation-based mindfulness intervention. Our baseline experiment is a procedurally modified version of the anagram exercise (Ruedy and Schweitzer 2010) for measuring unethical behaviour. We introduce a brief meditation intervention to induce instant mindfulness. Our findings indicate substantive evidence confirming the positive effect of the state of mindfulness on ethical behaviour. Subjects in the meditation group engage in more low-level cheating compared to the control group who cheated more severely. Gender and academic grade do not influence ethical behaviour. Mindfulness fosters composure, mental poise, and a conducive environment for upholding ethical values, as indicated by a lower incidence of cheating in our study. We propose to promote a learning environment with mindfulness intervention in educational programmes.
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Rizwari, Made Cynthia Agrita Putri, Inge Uli Wiswanti, and Feka Angge Pramita. "Learning to BREATHE: Intervensi Berbasis Mindfulness pada Remaja dengan Nonsuicidal Self-Injury (NSSI)." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 13, no. 1 (2023): 140. http://dx.doi.org/10.24127/gdn.v13i1.6419.
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Nonsuicidal Self-Injury (NSSI) is common condition to occur among adolescents, which one of the causes is due to the inability of individuals to regulate their emotions, resulting in maladaptive coping. Mindfulness-based intervention- is a promising approach to address emotional regulation problems in adolescents with NSSI. This case study aims to determine the effect of mindfulness-based intervention, namely Learning to BREATHE (L2B; Broderick & Metz, 2009) in overcoming NSSI in adolescents. The study focused on the case of a 13-year-old girl in 7th grade who underwent a psychological examination for exhibiting risky behaviors (drinking alcohol and smoking) including self-injurious behavior (non-suicidal). The results of this case study indicate that the L2B program can increase participant's emotion regulation, trait mindfulness, and reduce rumination, all three of which are related to NSSI conditions. After the intervention, participant gained understanding and various new strategies using mindfulness approach that can be used to manage emotions and difficult situations until it can be managed and faced more calmly. Participant also feels more sensitive to body sensations and what is going on around her, can spot stressful or intense situations, and how to react to them.
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Langer, Álvaro I., Sebastián Medeiros, Nelson Valdés-Sánchez, et al. "A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6927. http://dx.doi.org/10.3390/ijerph17186927.
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The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.
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Rohman, Yuni Nur, Anne Hafina Adiwinata, Nadia Aulia Nadhirah, and Ipah Saripah. "Mindfulness in Adolescents: How is the Mindfulness of IJSO Participants?" Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 5, no. 4 (2025): 5. https://doi.org/10.17977/um065.v5.i4.2025.5.
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Mindfulness is a necessary psychological state for adolescents. Mindfulness is essential in improving mental health and psychological well-being and can help adolescents optimize their learning process or cognitive and academic performance as students. The study aimed to obtain empirical data on mindfulness tendencies in adolescent candidates for International Junior Science Olympiad (IJSO) participants. The research method used is a mixed method with a convergent parallel design. The research sample was 12 adolescents who were candidates for the IJSO or International Junior Science Olympiad in 2022. The study results showed that the tendency of mindfulness in adolescent IJSO candidate participants was mainly in the high mindfulness category, and when reviewed based on the analysis of mindfulness aspects, behavioral indicators or characteristics of mindfulness tendencies in each IJSO candidate participant were quite diverse.
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Ryan, Antoinette M. "Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing." Journal of Educational Administration 58, no. 4 (2020): 453–66. http://dx.doi.org/10.1108/jea-06-2019-0100.
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PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.Design/methodology/approachThis article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.FindingsThrough engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.Originality/valueConsideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.
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Ramasubramanian, Krishnamurthy, Venkateswarlu Lendale, Gillala Rekha, and Kalambur Swaminathan Lavanya. "Effectiveness of mindfulness: The evaluation using machine learning algorithm." Journal of Innovation and Technology 3, no. 1 (2022): 1–5. http://dx.doi.org/10.31629/jit.v3i1.3337.
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Mindfulness is a practice that is thousands of years old. This practice is also included in the modern mindfulness-based stress reduction training, and its effects on our cognitive system are supported by extensive literature that comprehend mostly fMRI studies and task-oriented experiments with control groups. In this paper, the problem of testing the effects of mindfulness therapy, with specific regard to the yoga practice, is addressed with a Network-Oriented Modelling approach. The first component of the proposed network simulates the elicitation of an extreme stressful emotion due to a strong stress-inducing event. This was done following the same line of previous papers that proposed simulations of similar processes. A second component represents the role of memory, attention, and self-awareness in coping with the stressful event. Finally, the yoga practice, divided into physical movements and breathing, is modelled, to show its influence on memory, attention, and self-awareness, leading in this way to a reduction of the stress level.
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Serenity, Kinar, Maria Komariah, and Aat Sriati. "The Implementation of Mindfulness-Based Intervention to Overcome Anxiety in Adolescents: A Narrative Review." REAL in Nursing Journal 6, no. 2 (2023): 110. http://dx.doi.org/10.32883/rnj.v6i2.2472.
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<p><strong><em>Background</em></strong><em>: The most common mental health problem experienced by adolescents is anxiety. Therefore, therapeutic interventions are needed, one of which is mindfulness-based interventions. This study aims to identify the types and describe the implementation of mindfulness-based interventions in overcoming anxiety in adolescents. <strong>Methods</strong>: A narrative review study design was used. The study selection process used the PRISMA Flow Diagram 2020 guide. The literature search was conducted through PubMed, Sage Journal, and Springer Link databases. Articles published from 2012 to 2021 with Randomized Controlled Trial, Quasi-Experimental, Qualitative Study, and Mixed methods study in English. According to the inclusion and exclusion criteria, there were ten articles based on the election results. <strong>Results</strong>: Mindfulness-based interventions to overcome anxiety in adolescents are Learning to BREATHE, Sleep Sense, Mindfulness-Based Stress Reduction, Mindfulness-based Stress Reduction for Teens, Mindfulness-based programs, Mindfulness Martial Arts, and Making Friends with Yourself. <strong>Conclusion</strong>: Nurses can use mindfulness-based intervention to help adolescents cope with anxiety, including high anxiety levels, Generalized Anxiety Disorder, and Trait Anxiety.</em></p><p><em><br /></em></p><p><strong>Keywords: </strong><em>adolescents, anxiety, anxiety disorders, mindfulness</em></p><p><em><br /></em></p>
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鄭曉楓, 鄭曉楓, 溫宗堃 Hsaio-Feng Cheng та 顏蔚吟 顏蔚吟. "探討正念幸福課對毒品收容人之睡眠品質、心理幸福感及正念程度效果". 教育研究學報 57, № 1 (2023): 075–103. http://dx.doi.org/10.53106/199044282023045701004.
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<p>本研究旨在了解正念幸福課對提升毒品收容人之睡眠品質、心理幸福感及正念程度的立即與持續效果,以及其中的學習經驗。研究參與者為北部某監所之毒品收容人,共 64 位,平均年齡 39.63 歲(SD=6.46)。採混合研究之平行混合設計。研究結果發現,正念幸福課未顯著增進睡眠品質,但顯著增進心理幸福感之立即與持續效果,且立即效果優於持續效果;在正念程度方面,正念幸福課未顯著增進正念程度,但實驗組的正念不反應程度在後測有顯著提升。在學習經驗方面,學習的助益是從身體放鬆到心思的定靜、從細節性的體察中增進後設判斷能力與同理心;學習的困境則為延宕滿足能力薄弱又期待立竿見影、學習初始的挫敗經驗降低再投入之意願,以及生活環境與結構的影響。</p> <p>&nbsp;</p><p>Objectives: This study investigated the immediate and follow-up effects of a mindfulness program entitled the Mindfulness-Based Well-being Curriculum (MBWC) on the sleep quality, psychological well-being, and mindfulness of prisoners for Drug Offenders. The participants were 64 prisoners from one prison in the north of Taiwan with an average age of 39.63 years (SD = 6.46). Method: This study employed a parallel mixed design using mixed methods. Results: Participation in the mindfulness program did not significantly enhance sleep quality but caused both immediate and sustained enhancement of psychological well-being, with a stronger immediate effect. Participation in the mindfulness program did not significantly enhance mindfulness; the degree of nonresponsiveness of the experimental group was significantly enhanced in the posttest compared with the pretest. he learning process included relaxing the body to calm the mind and to enhance meta decision-making and empathy through detailed observation. The difficulties encountered in the mindfulness learning were a weak ability to delay gratification and an expectation of immediate results, frustrating experiences at the beginning of learning reduced willingness to practice, and the influence of the living environment and structure.</p> <p>&nbsp;</p>
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Deringer, S. Anthony. "Mindful Place-Based Education: Mapping the Literature." Journal of Experiential Education 40, no. 4 (2017): 333–48. http://dx.doi.org/10.1177/1053825917716694.
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Place-based education and mindfulness are not new concepts, but the idea of combining the two bodies of work to explore what mindful place-based education might look like may provide a useful new perspective. The purpose of the literature review is to take place-based pedagogical methods and examine how mindfulness might influence the experience of educators engaged in place-based teaching. In this literature review, I examine the constructs of place-based education and sociocognitive mindfulness with special attention to literature that offers insight about possible overlap between the two constructs. I examine methodological choices and findings of foundational research describing both constructs. This literature review found that place-based education and mindfulness are closely linked, and that a mindful place-based pedagogy may help teachers and students experience place in a deeper way and think more critically about the societal norms and power structures that surround them. Outdoor educators should use mindful place-based education to help deepen student and teacher experiences of place with the intent of encouraging students to critically examine power structures and strive for deeper learning experiences.
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Pontin, Eleanor E., Julie Hanna, and Avril Senior. "Piloting a Mindfulness-Based Intervention to Veterinary Students: Learning and Recommendations." Journal of Veterinary Medical Education 47, no. 3 (2020): 327–32. http://dx.doi.org/10.3138/jvme.0618-076r.
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