Mejora de la motivación en estudiantes inmigrantes latinoamericanos mediante un programa de mindfulness: un estudio aleatorizado

Franco, Clemente; Soriano, Encarnación; Amutio, Alberto; Mañas, Israel Mañas

doi:10.4067/s0718-48082020000100005

Cited by 6 publications

(3 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results showed that after the intervention, students improved several cognitive skills and gained self-awareness and self-esteem. Franco et al (2020) worked on an experimental study in which they applied a psychoeducational mindfulness program to evaluate the achievement and learning motivations of Latin American students living in Spain. The study highlighted the benefits of implementing a mindfulness training program within the academic curriculum.…”

Section: Impact Of Mindfulness On Learning Abilitiesmentioning

confidence: 99%

See 1 more Smart Citation

Impact of “mindfulness” or full awareness meditation on learning abilities

Lucero-Romero

Arias-Bolzmann

2023

EJMBE

View full text Add to dashboard Cite

PurposeThis study experimentally aims to determine the degree of influence that mindfulness training exerts on learning capacity at the university level and contrasts it with previous observational or relational studies that have shown contradictory results.Design/methodology/approachA quasi-experiment was carried out to measure the variation of six academic learning abilities – a) self-efficacy, b) organization of and attention to studies, c) stress control due to time pressure and the environment, d) involvement with college activity, e) emotional satisfaction, and f) class communication – which together comprise the research questionnaire called the college learning effectiveness inventory (CLEI). The CLEI questionnaire was administered before and after the participants were trained in the mindfulness technique. The study was conducted in Ecuador, and the participants were selected from among the graduate students of a local university.FindingsThe learning ability measured by the CLEI was improved by a statistically significant margin in the two groups.Research limitations/implicationsThe treatment groups consisted of graduate students who did not have opportunities for full-time activities on campus, as they were limited to attending regular classes at specific times, usually at night. The dropout rate was 14% due to inconveniences caused by the pandemic. These conditions could have affected the study results both positively and negatively. In addition, the pandemic limited academic interactions, which are required to evaluate the learning results after applying the research instrument. This limitation was especially critical for people who had experienced online classes only.Practical implicationsOffering graduate students the opportunity to learn about and adopt a mindfulness practice helps to improve their academic outcomes, as reflected through the statistical measurement of the CLEI indicator.Social implicationsThis study is especially relevant within the context of sanitary conditions due to the pandemic and the intensive use of technology for managing academic interactions, both of which have replaced physical contact between participants.Originality/valueThe main contributions of this study are related to the determination of the practical effects of mindfulness training in postgraduate university settings and the identification of the mechanisms involving participants' reflecting upon, learning and understanding the importance of perfecting their soft skills to facilitate their learning processes and face today's uncertain environments.

show abstract

Section: Impact Of Mindfulness On Learning Abilitiesmentioning

confidence: 99%

“…Franco et al . (2020) worked on an experimental study in which they applied a psychoeducational mindfulness program to evaluate the achievement and learning motivations of Latin American students living in Spain.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Impact of “mindfulness” or full awareness meditation on learning abilities

Lucero-Romero

Arias-Bolzmann

2023

EJMBE

View full text Add to dashboard Cite

show abstract

“…Viciana et al (2018), y Bonilla y Padilla (2015) resaltan que los programas de intervención terapéutica que incluyen la aplicación de técnicas del mindfulness para la obtención de beneficios en la reducción de estrés resultan cada vez más promisorios. Asimismo, Hervás et al (2016), Cuevas et al (2017), Alvarado y Burmester (2018), Oblitas et al (2019), Franco et al (2020), informan que la aplicación de estas prácticas en el entorno académico es cada vez más frecuentada, debido a los beneficios que pueden obtenerse para reducir el estrés en los estudiantes, lo que produce una optimización del proceso de aprendizaje.…”

Section: Introductionunclassified

Efecto del programa Armonía sobre el rendimiento y estrés académico en estudiantes de educación superior de lima

Ballardo

2022

avpsicol

View full text Add to dashboard Cite

show abstract

Social climate in university classrooms: A mindfulness‐based educational intervention

et al. 2021

Self Cite

View full text Add to dashboard Cite

There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.

show abstract

Mejora de la motivación en estudiantes inmigrantes latinoamericanos mediante un programa de mindfulness: un estudio aleatorizado

Cited by 6 publications

References 44 publications

Impact of “mindfulness” or full awareness meditation on learning abilities

Impact of “mindfulness” or full awareness meditation on learning abilities

Efecto del programa Armonía sobre el rendimiento y estrés académico en estudiantes de educación superior de lima

Social climate in university classrooms: A mindfulness‐based educational intervention

Contact Info

Product

Resources

About