Problemas en el adolescente, mindfulness y rendimiento escolar en estudiantes de secundaria. Estudio preliminar

Rovira, Alberto Mercader

doi:10.20511/pyr2020.v8n1.372

Cited by 5 publications

(5 citation statements)

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“…Regarding the effects of the intervention perceived by the participants, they were in line with those found in qualitative and quantitative studies, in which an increase in cognitive and emotional capacities has been reported [15,16,18,40,41]. There is evidence that an increase in participants' cognitive functions (e.g., level of attention) is associated with improved academic performance and overall performance in school activities [19][20][21][22]. Similarly, mindfulness training has enabled participants to improve their problem-solving skills in a variety of academic and relational contexts (e.g., with peers and friends), as they learned new strategies for coping with the difficulties that they face in their daily lives.…”

Section: Discussionsupporting

confidence: 77%

“…Black [18] claims that the repeated practice of centering one's attention strengthens neurocognitive capacity, especially within executive functions that have an impact on diverse areas of cognitive development associated with improved academic achievement and school performance [19][20][21][22]. For instance, Lawlor [23] emphasises the role of mindfulness in the development of competences that are central to social and emotional aspects of learning, such as self-management, self-awareness, and decision-making, amongst others.…”

Section: Introductionmentioning

confidence: 99%

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A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

Langer

Medeiros

Sánchez

et al. 2020

IJERPH

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The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

Langer

Medeiros

Sánchez

et al. 2020

IJERPH

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“…El programa basado en Mindfulness ha mostrado una gran utilidad en la percepción de aumento de la relajación de los estudiantes participantes y, por lo tanto, una sensación de disminución del estrés, tal y como han señalado investigaciones previas (Van de Weijer-Bergsma, et al, 2012;Kuyken, et al, 2013;Amutio-Kareaga, et al, 2015;Mercader, 2020). Se ha evidenciado una contribución positiva reduciendo los niveles de ansiedad y mejorando la atención y concentración, tal y como reseñan estudios previos (Franco, et al, 2010;Zoogman, et al, 2014;Langer, et al, 2015).…”

Section: Discussionunclassified

“…En este sentido, Hölzet, et al (2011) sugieren que existe una relación intrínseca entre el Mindfulness y la gestión emocional, y que este conjunto de técnicas es capaz de producir transformaciones en uno mismo. Asimismo, Mercader (2020) ha evidenciado en adolescentes una cierta correlación entre la capacidad de ser consciente en el momento presente y la disminución de variables como la ansiedad, la depresión, los problemas interpersonales, la incertidumbre sobre el futuro y el riesgo psicosocial. Con anterioridad, Vargas (2010) y Langer, et al (2015) también lo habían mencionado, valorando el efecto positivo del Mindfulness incluso sobre variables fisiológicas, como la regulación de la presión sanguínea o el sistema inmunitario.…”

Section: Introductionunclassified

Una intervención educativa con adolescentes basada en el mindfulness: investigación cualitativa (An educational intervention with adolescents based on mindfulness: qualitative research)

Turrado

Fernández-Río²

2023

Retos

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Esta investigación analizó la influencia de un programa de mindfulness en el entorno escolar dentro del horario curricular a una población de adolescentes gracias a la percepción del alumnado, de sus familiares y de la tutora y jefa de estudios. Por ello, se realizó una investigación cualitativa en la que se realizaron diferentes entrevistas individuales y grupos focales a la comunidad educativa a lo largo del estudio y al finalizar el mismo. En esta investigación fue necesario el distanciamiento social y el uso de mascarillas, debido a las restricciones propias de la pandemia. Un total de 17 estudiantes de 2º E.S.O de 13 a 15 años participaron en el estudio. Del análisis de datos, emergieron siete temas: perspectiva global, relajación y tranquilidad, relaciones interpersonales, ser consciente del momento presente, atención y concentración, actitud ante un problema, cambio emocional. Los resultados mostraron una mejora en las relaciones interpersonales y un mayor estado de relajación y bienestar emocional. Asimismo, ha permitido que el alumnado aumente su capacidad de concentración y atención y pueda ser más consciente del momento presente tanto en actividades lectivas como extraescolares. Se concluyó que los programas basados en mindfulness son necesarios por las mejoras que producen en la población adolescente y que satisfacen a la comunidad educativa. Palabras clave: educación secundaria; Mindfulness; contexto escolar; educación emocional; relajación Abstract. This research studied the influence of a mindfulness program inside the school environment within the curricular schedule to a group of adolescents thanks to the perception of the student body, their families and the tutor and head of studies. For this reason, one qualitative research was carried out where different individual interviews and focus groups were conducted with the educational community throughout the study and at its ending. In this research, social distancing and the use of masks were necessary, due to the own restrictions of the pandemic. A total of 17 students from 2nd E.S.O. year among 13 and 15 years old participated in the test. From the data analysis, seven themes emerged: global perspective, relaxation and calm, interpersonal relationships, present-moment awareness, attention and concentration, attitude towards a problem, emotional change. The results showed an improvement with respect to interpersonal relationships and a superior state of relaxation and emotional well-being. Additionally, this activity has allowed students to increase their capacity of concentration and attention and to improve the present-moment awareness both at school and at extracurricular activities. We concluded that mindfulness-based programs are necessary because of the progress that they produce in adolescents´ groups and that fulfil the scholar community. Keywords: secondary education; Mindfulness; school context; emotional education; relaxation

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“…From another perspective, the practice of mindfulness has spread rapidly among the world's adult population in recent years, following its proven effectiveness in regulating emotions and optimizing cognitive patterns. The number of studies and research on this practice and analysis of its efficacy with children and adolescents has been increasing due to its demonstrated effectiveness in improving more ecosocial behaviors, enhancing general wellbeing [17,18], improving psychological symptoms [19], and faster information processing. In the educational context, its practice has demonstrated effectiveness in cognitive performance and significant relationships in measures of stress, coping, and resilience [20].…”

Section: Introductionmentioning

confidence: 99%

Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development

et al. 2022

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A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness in educational contexts is gaining ground given the great possibilities it offers in developing students’ competences in education for sustainable development (ESD). The main goal of this study is to explore how mindfulness plays a key role in the learning process in response to the need to develop students’ emotional competencies in ESD, and specifically how mindfulness has an impact on academic performance through resilience. We tested the research model with a questionnaire addressed to 497 students from three higher education institutions and one secondary school. The results of a structural equation analysis confirm the study hypotheses. We find mindfulness is positively related to resilience, which leads to better academic performance. Thus, being mindful is a key competence in ESD since it allows young people to face their education with the highest possibilities of training, experience, and personal growth. This exploratory study offers further evidence of the need to invest in mindfulness to foster resilience and academic performance and represents a first step for designing additional interventions on this line.

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Problemas en el adolescente, mindfulness y rendimiento escolar en estudiantes de secundaria. Estudio preliminar

Abstract: ARTÍCULO DE INVESTIGACIÓN Problemas en el adolescente, mindfulness y rendimiento escolar en estudiantes de secundaria. Estudio preliminar Problems in Adolescents, Mindfulness and School Performance in High School Students. Preliminary Study

Cited by 5 publications

References 23 publications

A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

A Qualitative Study of a Mindfulness-Based Intervention in Educational Contexts in Chile: An Approach Based on Adolescents’ Voices

Una intervención educativa con adolescentes basada en el mindfulness: investigación cualitativa (An educational intervention with adolescents based on mindfulness: qualitative research)

Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development

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