The emergence of mindfulness-based interventions in educational settings

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Purpose-The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being. Design/methodology/approach-The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools. Findings-On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Original languageEnglish (US)
Pages (from-to)379-419
Number of pages41
JournalAdvances in Motivation and Achievement
Volume18
DOIs
StatePublished - Jan 1 2014

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Mindfulness
Teaching
Learning
Students
Research
Education

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Applied Psychology

Cite this

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The emergence of mindfulness-based interventions in educational settings. / Roeser, Robert W.

In: Advances in Motivation and Achievement, Vol. 18, 01.01.2014, p. 379-419.

Research output: Contribution to journalArticle

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