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Theme 3 - Neagtive impacts of mindfulness in young populations - Coggle…
Theme 3 - Neagtive impacts of mindfulness in young populations
Lowered curiosity
Nojavanasghari, B., Baltrusaitis, T., Hughes, C. E., & Morency, L. P. (2016). The Future Belongs to the Curious: Towards Automatic Understanding and Recognition of Curiosity in Children. In WOCCI (pp. 16-22).
Curiosity plays a crucial role in learning and education of chil-
dren.
It is one of the natural mechanisms which ensures exploration
Given its complex nature, it is extremely challenging to automatically understand and recognize it.
Mechanisms triggered by curiosity
Observing a
new object
Inspecting the object
Carrying out manipulatory behaviors
Thinking
Asking questions and making com-
ments on the topic
Dominating the inter-
action
Visual indicators examination
Acoustic indicators examinations
It was found that there is a bias towards pos- itive valence in expressions of curiosity and that attentiveness, exploration and happiness are the most frequently co-occurring affective states with curiosity.
Mindfulness can have a negative impact on curiosity, as previously discussed
This could have negative impacts on education, outside of classroom taught subjects, and strong negative impacts in personal life
Fear of missing out
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in human behavior, 29(4), 1841-1848.
Defined as a pervasive apprehension that others might be having rewarding experiences from which one is absent, FoMO is characterized by the desire to stay continually connected with what others are doing.
Negative influences
FoMO was associated with lower need satisfaction, mood and life satisfaction.
FoMO was robustly linked to higher levels of social media engagement.
FoMO mediated links between individual differences and social interactions.
FoMO was associated with distracted driving and use of social media during lectures.
Children which may struggle in gaining and sharpening neceseary minfulness practices, may experience strong fear of missing out
Uneven gender impact
Neu, T. W., & Weinfeld, R. (2007). Helping boys succeed in school: A practical guide for parents and teachers.
boys drop out of school at a 25% higher rate than girls.
This is partialy die to impulse control and behavioural responses
Young males struggle to conform into rigid, non physical settings initialy
Boys need to be given the tools they need to succeed in school, including strategies for channeling their interests
keeping themactively engaged
Young females preform significantly better at education
Mindfulness practices could implement aditional restictions from physical aspects of childhood, creating even more bareas to overcome
low emotion memory incoding
The focus of this chapter is on how these internal changes affect memory. Behavioral examinations of explicit (conscious) memory for emotional experiences have revealed three broad influences of emotion on memory:
on the number (quantity) of events remembered
on the subjective vividness (quality) of the remembered events
amount of accurate detail remembered about prior experiences
These can be negatively impacted by minduflness, as it lowers the emotional states/responses, prefering rational approach
Kensinger, E. A., & Schacter, D. L. (2008). Memory and emotion.