Effect of Mindfulness on Value Incongruence: a Pilot Study

Monteiro, Lynette M.; Musten, Frank; Leth‐Steensen, Craig

doi:10.1007/s12671-018-1044-7

Cited by 14 publications

(9 citation statements)

References 57 publications

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“…This could be further developed by formulating an intervention that systematically combines a Buddhist theoretical model with a compatible meditation practice. Recent examples of second-generation MBIs include Mindfulness-Based Positive Behavior Support (Singh et al 2013(Singh et al , 2014(Singh et al , 2018 which includes the four immeasurables, compassion, attachment, and the five hindrances, and explicit teachings on Buddhist ethics, and Mindfulness-Based Symptom Management (Monteiro et al 2018) which includes the Five Skilful Habits-the five lay Buddhist precepts-presented as ethical themes. However, current second-generation MBIs do not explicitly include Mahayana Buddhist teachings or groupbased interventions that adopt a textually aligned approach, and that has a coherent theory and praxis.…”

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confidence: 99%

A Randomized Controlled Trial of Awareness Training Program (ATP), a Group-Based Mahayana Buddhist Intervention

Gao

Leung

et al. 2019

Mindfulness

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Objectives This study evaluated the effectiveness of a Mahayana Buddhist teaching-and group-based intervention, the Awareness Training Program (ATP), which is textually aligned to a Mahayana Sūtra so that its theory and practice are coherent. The ATP aims to alleviate stress by enhancing participant's compassion and wisdom of nonattachment. Methods Middle-aged working adults (n = 122) in Hong Kong participated in this randomized waiting-list controlled trial. Selfreported psychological questionnaires were used to assess the participants' level of stress (PSS), sense of coherence (SOC), psychological well-being (GHQ), and nonattachment (NAS) at pretest, posttest, and 3 months later. Results The data showed significant improvements in the intervention group over the controls for all outcome measures at posttest and 3 months later (post and post-3 PSS: ηp 2 = .15 and .16; post and post-3 SOC: ηp 2 = .05 and .10; post and post-3 GHQ: ηp 2 = .16 and .13; post and post-3 NAS: ηp 2 = .17 and .14). A mediation analysis demonstrated that nonattachment mediated both the treatment and the maintenance effects for all outcome variables (post and post-3 PSS: indirect effect ab = − 1.50 and − 1.70; post and post-3 SOC: ab = 2.48 and 3.61; post and post-3 GHQ: ab = − 1.65 and − 1.56; bootstrap 95% confidence interval (CI), CI does not include zero). Conclusions The ATP may effectively reduce stress and improve a sense of coherence and psychological well-being by enhancing participants' wisdom of nonattachment. This study provides promising evidence that the ATP could be an effective intervention for middle-aged working adults.

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confidence: 99%

A Randomized Controlled Trial of Awareness Training Program (ATP), a Group-Based Mahayana Buddhist Intervention

Gao

Leung

et al. 2019

Mindfulness

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“…For the social development, mindfulness predicts college students’ prosocial behaviors. For instance, college students with high trait mindfulness present less anger rumination and less online antisocial behavior ( Liu et al, 2022 ) because of the impact of mindfulness on the cultivation of value-congruent behaviors ( Monteiro et al, 2019 ), which tends to lessen harmful and undesirable tendencies toward others and potentially destructive impacts on society with a sense of kindness and compassion fostered. In China, private college students are generally active in social engagement and practice, but lazy in engaging in learning activities with weak self-discipline and without strong learning goals ( Chen and Xiong, 2013 ), and even incapable of coordinating the relationship between participation in social activities and learning ( Gu, 2007 ).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Mindful Agency and Self-Leadership of Chinese Private College Undergraduates: Mediating Effect of Metacognitive Ability

Chen

Zhang

2022

Front. Psychol.

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As one of 21st century key skills, self-leadership is not only the internal factor of private college undergraduates’ independent development, but also related to the quality improvement of talent cultivation of private undergraduate colleges. It is proved that mindfulness or metacognition separately has the predictive effect on self-leadership, but their structural relationships has not been revealed. The present study explored the interrelations between mindful agency, metacognitive ability, and self-leadership through the mediation analysis with structural equation modeling, and bootstrapping was conducted to test the mediating effect. The sample comprised 1,244 private undergraduate sophomore (38.4% male and 61.6% female), and they completed online questionnaires of mindful agency, metacognitive ability, and self-leadership. The results revealed that mindful agency of private undergraduate students not only directly and positively predicted self-leadership, but also indirectly and positively predicted self-leadership through the mediating effect of metacognitive ability. Metacognitive ability partially mediated the relationship between mindful agency and self-leadership. The direct effect of mindful agency and the mediating effect of metacognitive ability, respectively, account for 86.9% and 13.1% of the total effect. The results suggest that the more mindful private college undergraduates are, the more willing they are to practise their metacognitive skills in their learning, and the more progress in self-leadership they make. Educational implications for mindfulness training and metacognition practice to foster their self-leadership are discussed.

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“…Monteiro et al. 10 reported that engaging in behavioral commitments as well as not engaging in them generated useful insights. Participants tend to present with rigid self-expectations and experience incongruities between their values and actions as a negative characteristic.…”

Section: Recommendationsmentioning

confidence: 99%

“…Second, measures that examine participants' enactment of the practices that include any subsequent relationships to behavioral or attitudinal changes provide important information. Monteiro et al 10 reported that engaging in behavioral commitments as well as not engaging in them generated useful insights. Participants tend to present with rigid self-expectations and experience incongruities between their values and actions as a negative characteristic.…”

Section: Recommendationsmentioning

confidence: 99%

“…4 The TIDieR checklist evaluates consistency and adherence in research studies. Organized into 12 categories, it is comprised of general information about the study (1,2), materials and procedures used (3,4), teacher training criteria (5), logistics of delivery (6-8), adaptations (9,10), and fidelity plans (11,12). Of relevance to the relational aspects of MBPs are the assessments of teacher skills (5) and adaptations for participants' needs (9,10).…”

Section: Reperceiving Fidelity Through a Relational Lensmentioning

confidence: 99%

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Mindfulness as Relational: Participants’ Experience of Mindfulness-based Programs Are Critical to Fidelity Assessments

Monteiro¹

2020

Glob Adv Health Med

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Mindfulness outcome research has been criticized for issues in research design, precision of outcome measures, and reporting overoptimistically their power to effect change. Although mindfulness programs are a complex interaction of teachers, teachings, and participants, it is of some concern that current assessments of program fidelity focus primarily on teacher skills and program content delivery. Although ensuring that teachers are trained to criteria and adhere to program elements, the participants’ engagement, a critical parameter contributing to outcomes of mindfulness programs, has been neglected. Furthermore, the assessment measures are primarily actuarial even when assessing experiential or difficult-to-define aspects of teacher–participant interactions. The inclusion of the participants’ experience of the program as a component of fidelity assessments creates several opportunities to deepen our understanding of how mindfulness impacts the lives of practitioners. By investigating the teacher–participant relationship, determining how participants process the core elements, and exploring the implementation of the practices in their lives, a more nuanced understanding of the capacity of mindfulness-based programs to effect positive change may be possible.

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Effect of Mindfulness on Value Incongruence: a Pilot Study

Cited by 14 publications

References 57 publications

A Randomized Controlled Trial of Awareness Training Program (ATP), a Group-Based Mahayana Buddhist Intervention

A Randomized Controlled Trial of Awareness Training Program (ATP), a Group-Based Mahayana Buddhist Intervention

The Relationship Between Mindful Agency and Self-Leadership of Chinese Private College Undergraduates: Mediating Effect of Metacognitive Ability

Mindfulness as Relational: Participants’ Experience of Mindfulness-based Programs Are Critical to Fidelity Assessments

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