An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed.
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| Title: | An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed. |
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| Authors: | Heredia, Luis1,2,3 (AUTHOR) luis.heredia@urv.cat, Ventura, David1 (AUTHOR), Torrente, Margarita1,2 (AUTHOR), Vicens, Paloma1,2 (AUTHOR) |
| Source: | Mind, Brain & Education. Aug2024, Vol. 18 Issue 3, p236-248. 13p. |
| Subject Terms: | *Cognitive ability, *Job performance, *Teachers, *Anxiety, Mindfulness, Job stress |
| Abstract (English): | Teachers are an at‐risk population for stress and anxiety. High stress levels have been related to cognitive functions, that are a major component of effective job performance in educational settings. In this study, we aimed to explore the capability of a mindfulness‐based training program to increase teachers' levels of well‐being and cognitive function. Results showed that the intervention can increase workplace well‐being and some cognitive functions. Moreover, a higher general tendency for decreased anxiety levels was observed in the trained group. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Previous research has reported that schoolteachers are an at‐risk population for stress and anxiety‐related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait‐list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self‐reported well‐being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well‐being, visuoconstructive abilities, and one of the processing speed indexes. A within‐group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness‐based programs using behavioral measures in a research field that heavily relies on self‐reported measures. [ABSTRACT FROM AUTHOR] |
| Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179320537 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heredia%2C+Luis%22">Heredia, Luis</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<i> luis.heredia@urv.cat</i><br /><searchLink fieldCode="AR" term="%22Ventura%2C+David%22">Ventura, David</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Torrente%2C+Margarita%22">Torrente, Margarita</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vicens%2C+Paloma%22">Vicens, Paloma</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. Aug2024, Vol. 18 Issue 3, p236-248. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+performance%22">Job performance</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Teachers are an at‐risk population for stress and anxiety. High stress levels have been related to cognitive functions, that are a major component of effective job performance in educational settings. In this study, we aimed to explore the capability of a mindfulness‐based training program to increase teachers' levels of well‐being and cognitive function. Results showed that the intervention can increase workplace well‐being and some cognitive functions. Moreover, a higher general tendency for decreased anxiety levels was observed in the trained group. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Previous research has reported that schoolteachers are an at‐risk population for stress and anxiety‐related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait‐list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self‐reported well‐being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well‐being, visuoconstructive abilities, and one of the processing speed indexes. A within‐group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness‐based programs using behavioral measures in a research field that heavily relies on self‐reported measures. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179320537 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/mbe.12419 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 236 Subjects: – SubjectFull: Cognitive ability Type: general – SubjectFull: Job performance Type: general – SubjectFull: Teachers Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Mindfulness Type: general – SubjectFull: Job stress Type: general Titles: – TitleFull: An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heredia, Luis – PersonEntity: Name: NameFull: Ventura, David – PersonEntity: Name: NameFull: Torrente, Margarita – PersonEntity: Name: NameFull: Vicens, Paloma IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17512271 Numbering: – Type: volume Value: 18 – Type: issue Value: 3 Titles: – TitleFull: Mind, Brain & Education Type: main |
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