Mindful Learning Research Articles

Осознанное обучение: принципы и возможности применения в высшем образовании

<p>The article provides an overview of the principles of mindful learning in the context of higher education. Mindful learning is an approach in which students and teachers tune their attention to increasing value and awareness of what is happening in the surrounding context, to their experience and reflection about it. The relevance of the research is related to the interest in the effects associated with mindful learning: positive impact on psychological well-being, development of socio-emotional skills, as well as increasing intrinsic motivation, improving attentiveness and concentration of students. The article reviews research indicating the effectiveness of this approach for both learning outcomes and the psychological well-being of students and teachers in the educational process. The theoretical contribution of this research lies in highlighting the research agenda in the field of mindful learning: defining concepts of mindful learning and mindful teaching, identifying the main principles of mindful learning. These results provide a basis for further research of mindful learning in higher education. The practical contribution of the research lies in presenting a methodological basis for introducing mindful learning into university disciplines. The research may be of interest not only to teachers and methodologists but also to students and their parents due to the increased interest in the effects of mindful learning.</p>

Are Millennials Spearheading SDG 12 in Sustainable Workplaces?

This article offers insights for companies and managers to understand how millennials’ traits contribute to fostering an environmentally sustainable workplace, ultimately aiding in achieving environmental sustainability. Employing mindful learning theory as its foundation, the article proposes a framework that leverages millennials’ characteristics to create a sustainable workplace. It highlights how millennials’ inclinations towards sustainability can shape eco-friendly work environments, allowing companies to align individual and organisational goals. This alignment, focused on responsible production and consumption (SDG 12), can drive progress towards environmental sustainability. The significance of this article lies in succinctly explaining millennial traits and their potential use by companies in cultivating sustainable workplaces, ultimately contributing to the pursuit of SDG 12.

Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness

This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.

Civic Education and Lebanon

The purpose of Civic Education in Lebanon includes the structure of the government and the way it functions. Isn’t it civic desert? One should consider then, the meaning of civics. Civics does not focus on a course or a book, but rather on fundamental social learning. It is the need to lay the foundation for communication and critical thinking when encountering traditions in conflict with what one’s own. Yet schools have their role to play, by revealing secular values, for conflict affected areas can easily regress to violence. A menu of civics implement classroom discussion of current critical events. Yet, Lebanese schools are overtaken by the baccalaureate program which hardly gives any time to controversial issues. Teachers are important elements in teaching civics. They have to believe in what they teach, display it verbally, nonverbally and add ‘mindful learning’. Yet, one can visualize an array of socio-personal factors when issues are controversial, knowing that humans are resistant to change. To conclude, teaching quality in civics is to be ranked highly on the scholarly agenda and research is needed to better understand the improvement of civic education.

An Examination of the Psychological Processes Behind Effective Piano Practice

This study explores interplay between psychological processes and piano practice, unveiling how cognitive theories, mindfulness, flow state, emotional engagement, and performance psychology collectively shape the pianist's journey. By examining the foundation of deliberate practice driven by focused attention, this study uncovers its role in skill acquisition. Introducing mindfulness practices enriches piano practice through heightened present-moment awareness, fostering focused engagement and emotional regulation. The pursuit of flow state, characterized by the alignment of challenge and skill, leads to immersive and productive practice sessions. Moving to interpretation, the study explores how psychological factors infuse emotion and authenticity into performances. Mindset, emotional intelligence, and personal narratives emerge as pivotal in conveying a piece's intended narrative. Performance psychology then comes into play, influencing psychological states during performances and strategies for managing anxiety. Overall, the implications for piano pedagogy emphasize nurturing mindful learning environments, fostering flow experiences, and guiding emotional expression, thus embracing a holistic approach. This study underscores the transformative impact of psychology in shaping the trajectory from novice pianist to expressive artist, unraveling the profound interrelation between the mind and the art of piano playing.

A Qualitative Examination of Perceptions of Mindfulness Among Arab, Middle Eastern, and North African Americans: Implications for Cultural Adaptation of Mindfulness-Based Interventions.

Mindfulness-based interventions (MBIs) are well-positioned to address health disparities among racial-ethnic minority communities, given their focus on stress reduction and potential for greater accessibility and acceptability than conventional mental health treatments. Yet, there are currently no peer-reviewed studies of MBIs in an Arab, Middle Eastern, or North African (MENA) American sample. Addressing this gap in the literature is critical for advancing integrative health equity, given the high burden of stress and high prevalence of stress-related health conditions among Arab/MENA Americans. The present study sought to explore perceptions of mindfulness among Arab/MENA Americans and identify potential cultural adaptations to MBIs for this population. 4 focus groups were conducted with 26 Arab/MENA American adults who had participated in an introductory mindfulness workshop. Participants were asked about their experience learning mindfulness skills, the usefulness of mindfulness for problems they face, the alignment of mindfulness with their cultural values and practices, and suggestions for adapting mindfulness programs. Qualitative coding of focus group session transcriptions was conducted to identify themes in the data. The participants in this study described experiencing high levels of stress and identified micro- and macro-level stressors related to their Arab/MENA American identity, including discrimination, exclusion, historical and intergenerational trauma, and protracted sociopolitical crises in their heritage countries. They viewed mindfulness as a potentially useful approach to coping with stress. At the same time, participants identified aspects of mindfulness that could be adjusted to better align with their cultural values and experiences. Potential adaptations to MBIs for Arab/MENA Americans were identified based on suggestions from participants and issues they raised while discussing cultural strengths, stressors they face, and perceived barriers and facilitators to engaging in mindfulness practice.

Evaluating the Impact of an App-Delivered Mindfulness Meditation Program to Reduce Stress and Anxiety During Pregnancy: Pilot Longitudinal Study.

Stress and anxiety during pregnancy are extremely prevalent and are associated with numerous poor outcomes, among the most serious of which are increased rates of preterm birth and low birth weight infants. Research supports that while in-person mindfulness training is effective in reducing pregnancy stress and anxiety, there are barriers limiting accessibility. The aim of this paper is to determine if mindfulness meditation training with the Headspace app is effective for stress and anxiety reduction during pregnancy. A longitudinal, single-arm trial was implemented with 20 pregnant women who were instructed to practice meditation via the Headspace app twice per day during the month-long trial. Validated scales were used to measure participant's levels of stress and anxiety pre- and postintervention. Physiological measures reflective of stress (heart rate variability and sleep) were collected via the Oura Ring. Statistically significant reductions were found in self-reported levels of stress (P=.005), anxiety (P=.01), and pregnancy anxiety (P<.0001). Hierarchical linear modeling revealed a statistically significant reduction in the physiological data reflective of stress in 1 of 6 heart rate variability metrics, the low-frequency power band, which decreased by 13% (P=.006). A total of 65% of study participants (n=13) reported their sleep improved during the trial, and 95% (n=19) stated that learning mindfulness helped with other aspects of their lives. Participant retention was 100%, with 65% of participants (n=13) completing about two-thirds of the intervention, and 50% of participants (n=10) completing ≥95%. This study found evidence to support the Headspace app as an effective intervention to aid in stress and anxiety reduction during pregnancy.

The Impact of Mindful Learning on Subjective and Psychological Well-Being in Postgraduate Students.

Mindful learning is widely known to improve learning outcomes, yet its association with students' well-being remains unexplored. This study aimed to investigate the impact of mindful learning on subjective well-being (SWB) and psychological well-being (PWB) in postgraduate students, using survey questionnaires and a randomized experimental design. In Study 1, correlation and regression analyses based on 236 postgraduate students revealed significant positive associations among mindful learning, SWB, and PWB. In Study 2, 54 students were randomly assigned to three groups: the experimental (which received Mindful Learning Coaching), active-, and blank control groups. The results from repeated-measures ANOVA showed that coaching significantly improved students' mindful learning. The participants' SWB and PWB significantly decreased in both the active- and blank control groups, whilst their SWB and PWB tended to increase in the experimental group. In conclusion, mindful learning, SWB, and PWB are significantly correlated, while the enhancement of mindful learning may be a protective factor in students' well-being.

МЕТОД УВАЖНОГО НАВЧАННЯ ДЛЯ СТУДЕНТІВ ЯКІ НАВЧАЮТЬСЯ ОНЛАЙН ІНОЗЕМНОЇ МОВИ В УМОВАХ ВІЙНИ

This article explores mindful learning as a possible means to overcome the mentioned problems, focusing on students studying foreign languages online in wartime conditions. It analyzes how mindful learning can become an effective tool for ensuring a quali

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Research exploring the benefits of Mindfulness-Based Interventions (MBIs) with youth is emerging and promising for the improvement of resiliencies. We developed an arts-based mindfulness intervention to make learning mindfulness accessible for children who had experienced trauma. Arts-based methods are engaging, enjoyable, and developmentally relevant. Previously, we found benefits of participating in this MBI for children aged 8 to 12 years. Herein we discuss research in which we explored the benefits of this MBI for adolescents who were experiencing challenges with schooling; 146 youth completed the program. Our research question asked whether the MBI was beneficial and/or effective for these youth and, if so, what were these benefits and how did these benefits assist youth to cope? Benefits were explored via reflexive thematic analysis (TA) of pre/post-intervention, and follow-up individual interviews with youth. Effectiveness was assessed by analyzing pre- and post-intervention scores on youth self-report inventories measuring mindfulness and resilience, as well as responses from caregiver assessments of behavior/coping. To assess if there were changes in responses across timeperiods, a series of repeated measures ANOVA were employed. Quantitative findings were mixed in that the youths’ self-report scores measuring resilience showed limited improvement while mindfulness showed no significant change. However, parents’ perceptions regarding their child’s behaviors indicated significant improvements in social competence and both internalizing/externalizing behaviors. Similarly, the thematic analysis suggested improvements in youths’ self-awareness, self-judgment, thinking, mood, ability to make choices, social skills, coping, and emotion regulation. The results are promising and warrant further investigation of arts-based approaches to facilitating mindfulness with youth.

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

&lt;p&gt;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。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Mechanisms of mindfulness in patients with migraine: Results of a qualitative study.

To understand the mechanisms of mindfulness' impact on migraine. Promising mindfulness research demonstrates potential benefit in migraine, but no data-driven model exists from the lived experiences of patients that explains the mechanisms of mindfulness in migraine. Semi-structured qualitative interviews were conducted with adults with migraine who participated in two mindfulness-based stress reduction (MBSR) clinical trials (n=43). Interviews were audio-recorded, transcribed, and summarized into a framework matrix with development of a master codebook. Constructivist grounded theory approach was used to identify themes/subthemes. Participants who learned mindfulness techniques through MBSR experienced altered pain perception, altered response to migraine attacks and disease, increased awareness of external and internal experiences, improved overall well-being, and group benefits. Mindfulness resulted in earlier stress-body awareness and increased interoceptive awareness resulting in earlier attack recognition, leading to earlier and more effective management. Interictal factors of self-blame, guilt, and stigma decreased while migraine acceptance, hope, empowerment, self-efficacy, and self-compassion increased. Improved emotion regulation resulted in decreased fear of migraine, pain catastrophizing, anticipatory anxiety, and pain reactivity. Although taught as prevention, mindfulness was used both acutely and prophylactically. We created a conceptual model hypothesizing that MBSR skills led to an infusion of mindfulness in daily life, resulting in altered pain perception and experience, ultimately leading to improvement in overall well-being, which may positively feed back to the infusion of mindfulness in daily life. The therapeutic benefit of learning mindfulness in a group setting may moderate these effects. This study identified several new potential mechanisms of mindfulness' effect on migraine. After learning MBSR skills, participants reported altered pain and migraine perception and experiences. Increased stress-body and interoceptive awareness resulted in earlier migraine awareness and treatment. Mindfulness may target important interictal factors that affect disease burden such as fear of migraine, pain catastrophizing, and anticipatory anxiety. This is the first data-driven study to help elucidate the mechanisms of mindfulness on migraine from patient voices and can help direct future research endeavors.

When Smartphones Meet Mindful Learning: The Cluster Profiles of Passion Toward Smartphone Use, Creativity Mindset, and Creativity Self-Efficacy

When Smartphones Meet Mindful Learning: The Cluster Profiles of Passion Toward Smartphone Use, Creativity Mindset, and Creativity Self-Efficacy

When smartphones meet mindful learning: the cluster profiles of passion toward smartphone use, creativity mindsets, and creativity self-efficacy

When smartphones meet mindful learning: the cluster profiles of passion toward smartphone use, creativity mindsets, and creativity self-efficacy

Relationship between Mindfulness and Interest in Learning among Cognition of SMK Metta Maitreya Pekanbaru Students

The study used stratified random sampling of 131 students from 195 SMK students. The research design was a quantitative correlational approach, associative hypothesis, and cross-sectional survey method. The instrument for collecting data was a closed questionnaire via Google Forms. The questionnaire results were tested through instrument testing of validity and reliability, classical assumptions, correlation analysis, and simple and multiple regression with a level of = 0.05. The results of data analysis: (1) There is a low, positive, significant relationship between mindfulness and cognition, the correlation value is 0.271, the coefficient of determination is 0.073, and the effective contribution is 5.420%; (2) There is a low, positive, significant relationship between interest in learning and cognition, the correlation value is 0.270, the coefficient of determination is 0.073, and the effective contribution is 5.346%; (3) There is a low, positive, significant relationship between mindfulness and interest in learning simultaneously with cognition, the correlation value is 0.328, the coefficient of determination is 0.108, and the total effective contribution is 10.766%. The study's results conclude that students' cognition can be improved through increased mindfulness and student interest in learning, either partially or simultaneously.

The effects of mindfulness on critical thinking dispositions: implications for mindful learning

The effects of mindfulness on critical thinking dispositions: implications for mindful learning

The Lived Experience of Mindfulness in Adventure-Based Learning

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.

Effects of mindfulness in patients with mild cognitive impairment with insomnia: A double-blind randomized controlled trial

ObjectiveCurrent research on the effects of mindfulness therapy on MCI and insomnia has been inconsistent. It is still a hot topic of research and discussion. This study aimed to improve the sleep quality, cognition, and mental state of patients with mild cognitive impairment (MCI) with insomnia. MethodsA double-blind randomized controlled trial was conducted. Seventy-five patients who met the eligibility criteria were randomly assigned to the mindfulness (n = 38) or health education (n = 37) treatment group. The primary outcomes were sleep, measured by the Pittsburgh Sleep Quality Inventory, and cognition, measured by The Montreal Cognitive Assessment and Mini-Mental State Examination. Secondary outcomes included insomnia, measured by the Insomnia Severity Index, depression, anxiety, and perceived stress. EEG signals were collected at rest with eyes closed in the mindfulness state. The power spectrum was analyzed from these data. ResultsCognitive function and sleep quality were significantly improved in the mindfulness group (95% confidence interval 0.04 - 0.05, 0.03 - 0.04, -5.58 - -1.55, respectively). Anxiety and perceived stress scores were significantly lower than those in the control group (95% confidence interval 0.002 - 0.004, 0.009 – 0.013, respectively). The power spectrum differences in δ, θ, β, and γ bands were significant between the rest and mindfulness states (P < .05). Good safety was achieved in both groups with no deaths or serious adverse events. ConclusionMindfulness improved sleep quality, cognitive function, and mentality of patients. Mindfulness practice caused deep relaxation in the brain and changes in electrical frequency bands associated with attention and cognitive tasks. Mindfulness learning can be performed successfully for individuals with MCI. Additionally, it is suitable for adoption in nursing homes.

Sitting Meditation (Mindfulness) and Music Meditation Effects on Overall Anxiety and Test Anxiety in a College Student Population

Background: Research shows that mindfulness interventions for test anxiety in a college student population are beneficial (Lothes, Mochrie, Wilson, &amp; Hakan, 2021). This study expands on the existing literature by examining how distance learning mindfulness practices may affect anxiety in college students. Aim: This study assessed the effects of online mindfulness practices over a five-week period on test anxiety in college students. Method: Participants included 31 college students that were randomly assigned to either a sitting meditation or music meditation condition. The two groups were also split in half to add a wait list control condition. A weekly schedule of mindfulness practices was given to participants to complete on their own. Results: Participants in the sitting meditation condition showed significant within-group reductions in test anxiety, overall anxiety, and mindfulness from start to finish. The music meditation group showed no changes in test anxiety. However, overall anxiety showed decreases in scores, and overall mindfulness did show significant increases for this group. Conclusion: Mindfulness may play a role in the reduction of anxiety and test anxiety. Further research is needed to more definitively assess how music meditation may impact anxiety.

The subjective experiences of students with invisible disabilities at a historically disadvantaged university.

BackgroundDespite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them.ObjectiveThis study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.MethodThis study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.ResultsThree thematic domains were identified, invisibly disabled students’ subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.ConclusionThis study’s findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.