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Theme 3 - Benefits of mindfulness on academic perfomance - Coggle Diagram
Theme 3 - Benefits of mindfulness on academic perfomance
Negative rumination
Heeren, A., & Philippot, P. (2011). Changes in ruminative thinking mediate the clinical benefits of mindfulness: Preliminary findings. Mindfulness, 2, 8-13.
Changes in this may indirectly impact academic performance?
Calmer emotional states
investigated the clinical benefits of mindfulness training are mediated by a reduction in maladaptive rumination and an increase in adaptive rumination. Participants in eight-session mindfulness training were assessed before and after treatment, while waiting-list controls were assessed at similar times.
Replicating previous findings, results indicate that mindfulness training, as compared to the waiting-list condition, reduces general psychopathology
It was also found that mindfulness training reduces maladaptive rumination and increases adaptive rumination.
Connects to
Workplace performance
Hülsheger, U. R., Alberts, H. J., Feinholdt, A., & Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of applied psychology, 98(2), 310.
The present research investigated the idea that
mindfulness reduces emotional exhaustion and improves job satisfaction.
Results revealed that participants in the mindfulness intervention group experienced significantly less emotional exhaustion and more job satisfaction than participants in the control group.
The causal effect of mindfulness self-training on emotional exhaustion was mediated
by surface acting.
Notably, however, the mindfulness literature suggests that emotion regulation is not the only mechanisms underlying the mindfulness–well-being relationship. Other mechanisms, such as the use of more adaptive coping strategies or increased vitality and sleep quality, have also been shown to play a role in the general mindfulness-well-being relationship
Emotional states and stress perception
Research focused on diverse groups of respondents from Thailand, tested the direct and indirect effect of practicing MM on EQ, general self-efficacy, and general perceived stress.
First, the results indicated that regularly practice of MM tended to be a good predictor of EQ and general perceived stress. In particular, those who had regularly practiced MM tended to report higher EQ and lower general perceived stress than those who did not.
Connects to
This researcis consistent with research condicted within Western countries on the benefits
of MM (Feldman et al., 2007).
Charoensukmongkol, P. (2014). Benefits of mindfulness meditation on emotional intelligence, general self-efficacy, and perceived stress: Evidence from Thailand. Journal of Spirituality in Mental Health, 16(3), 171-192.
Stress and other negative factors on performace, does mindfulness help?
Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112.
Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout.
Negative impacts, which are adressed at least partialy by mindfulness
The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year.