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Classroom mindfulness education effects on meditation frequency, stress, and self-regulation
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- 자료유형학술지논문
- 저자명Strait, Julia Englund, Gerald Gill Strait, Maryellen Brunson McClain, Laurel Casillas, Kristin Streich, Kristina Harper, and Jocelyn Gomez
- 학회/출판사/기관명SAGE Publications Inc.
- 출판년도2020
- 언어영어
- 학술지명/학위논문주기Teaching of Psychology
- 발행사항47(2), pp.162-168
- ISBN/ISSN00986283, 15328023
- 소개/요약This preliminary randomized controlled experiment evaluated the effects of a single classroom mindfulness educational session, versus an active contact control activity (study skills review), on college students’ mindfulness meditation frequency and self-reported stress, anxiety, and self-regulation. Those in the intervention group reported marginal increases in meditation frequency, decreased stress (but not anxiety), and improved self-regulation on one of two measures. Decreased stress explained the relationship between group assignment and self-regulation improvements. We provide recommendations for future research based on study limitations, as well as implications for classroom psychology instructors.
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