Classroom Mindfulness Education Effects on Meditation Frequency, Stress, and Self-Regulation

Strait, Gerald G.; McClain, Maryellen Brunson; Casillas, Laurel; Streich, Kristin; Harper, Kristina; Gomez, Jocelyn

doi:10.1177/0098628320901386

Cited by 14 publications

(11 citation statements)

References 37 publications

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“…This result is different from several previous studies which claimed that effective teaching could reduce students' boredom. Furthermore, it was also asserted that teaching effectiveness and students' boredom are indirectly proportional (Burić & Kim, 2020;Hwang & Choi, 2020;Marquis, Cheng, Nair, & Martino, 2020;Obergriesser & Stoeger, 2020;Strait et al, 2020). Therefore, the result of this study presented a different notion.…”

Section: The Relationship Between Blended Mathematics Professional …mentioning

confidence: 73%

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue.

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Section: The Relationship Between Blended Mathematics Professional …mentioning

confidence: 73%

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Suryanti¹,

Arifani²

2021

INT J INSTRUCTION

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“…Murray et al ( 2015 ) describe self-regulation as “the foundation for lifelong functioning,” resulting in better physical, mental, and emotional health, as well as academic and socio-economic success (p. 3). Stress and anxiety can impede self-regulation skills, so it is important to have useful, adaptive, and positive coping mechanisms to self-regulate negative emotions and feelings (Strait et al 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Mixed Methods to Assess the Coping and Self-regulation Skills of Undergraduate Social Work Students Impacted by COVID-19

Apgar

Cadmus

2021

Clin Soc Work J

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Developing coping and self-care strategies has always been important for social work students as they prepare for work that can take a psychological, emotional, mental, and physical toll and adversely impact their health and well-being. The COVID-19 pandemic is unprecedented in its impact on social work education as it forced students to quickly transition to online learning and leave field sites abruptly to do remote activities. The degree to which and how social work students effectively coped with these changes has not been adequately studied, despite recognition that understanding how personal experiences and affective reactions influence professional judgment and behavior is a critical social work competency. To help fill this void, a mixed-methods study was conducted using video narratives and survey data to assess the coping and self-regulation skills of a cohort of undergraduate social work students. Findings indicate that these students experienced multiple stressors in all aspects of their biopsychosocial functioning due to COVID-19. Many coping skills learned for use with clients were demonstrated by students themselves. Self-sufficient, avoidant, and socially-supported coping mechanisms were frequently used and relied on by students. Use of self-distraction and active coping increased, while denial decreased within the first month after transitioning to remote learning. Implications of the findings for social work education, practice, and research are discussed.

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“…Recent literature addresses the benefits of www.yumedtext.com | January-2021 | ISSN: 2582-3264 | https://dx.doi.org/10.46527/2582-3264.130 3 meditation, pranayama, mantra and reflection and are explored further. Meditation has been found to support decreased stress and anxiety [31][32][33]. Recent research also indicates that Pranayama (breathwork) is helpful in managing stress and anxiety in several populations [34][35][36].…”

Section: Spiritual Growth and Development (Sgandd)mentioning

confidence: 99%

Managing Anxiety and Stress Holistically: Vedic Wisdom from the Purna Health Management System

Schulz¹

2021

JAD

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Background: Anxiety and stress are prevalent across the globe. The Purna Health Management System (PHMS), named for its creator Dr. Professor Svami Purna, provides a promising approach to managing anxiety and stress, using four key factors in a holistic integrated method: Health, Fitness and Nutrition (HF&N), Life Balance (Stress Management) (LB-SM), Spiritual Growth and Development (SG&D) and Living in Harmony with the Natural Environment to Support Health (LHWNE). Objective: To determine which of the four key factors of the PHMS correlate to participants' overall stress, stress management and mental/emotional health outcomes and which practices are helpful in managing stress and anxiety. Methods: This was a cross-sectional mixed-methods study using an online anonymous survey with a non-clinical sample. Students of Dr. Professor Svami Purna were invited via email to participate in the study during a 12-month period in 2017-2018. Of the 253 approached, 60 responded to the survey. Spearman's Rho Correlation coefficient was used for analysis. Results: There were moderate relationships (p <.001) between participants' frequent implementation of the PHMS four key factors and ability to manage stress (HF&N rs = 0.44; LB-SM rs = 0.55; SG&D rs = 0.39; LHWNE rs = 0.55) and self-reported mental/emotional health (HF&N rs = 0.42; LB-SM rs = 0.54; SG&D rs = 0.49; LHWNE rs = 0.45). Illustrative quotes from qualitative data indicated being in nature, contemplation, introspection, mantra, meditation, pranayama and reflection are helpful practices for managing stress and anxiety. Conclusion:The PHMS may help clients to self-manage anxiety and stress.

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Classroom Mindfulness Education Effects on Meditation Frequency, Stress, and Self-Regulation

Cited by 14 publications

References 37 publications

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

The Relationship between Blended Mathematics Professional Training and Teachers’ Creativity and Effectiveness

Using Mixed Methods to Assess the Coping and Self-regulation Skills of Undergraduate Social Work Students Impacted by COVID-19

Managing Anxiety and Stress Holistically: Vedic Wisdom from the Purna Health Management System

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