Social climate in university classrooms: A mindfulness-based educational intervention
dc.contributor.author | Amutio Careaga, Alberto | |
dc.contributor.author | Telletxea Artzamendi, Saioa | |
dc.contributor.author | Mateos Pérez, Estibaliz | |
dc.contributor.author | Padoan Ribeiro de Luca, Sonia Geni | |
dc.contributor.author | Basabe Barañano, María Dolores | |
dc.date.accessioned | 2022-02-24T10:49:58Z | |
dc.date.available | 2022-02-24T10:49:58Z | |
dc.date.issued | 2022-02 | |
dc.identifier.citation | Psych Journal 11(1) : 114-122 (2022) | es_ES |
dc.identifier.issn | 2046-0252 | |
dc.identifier.issn | 2046-0260 | |
dc.identifier.uri | http://hdl.handle.net/10810/55565 | |
dc.description.abstract | [EN] There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students. | es_ES |
dc.description.sponsorship | Hezkuntza, Hizkuntza Politika Eta Kultura Saila, Eusko Jaurlaritza, Grant/Award Number: IT-1187-19; Ministerio de Ciencia, Innovaci~on y Universidades, Grant/Award Number: PSI2017-84145-P | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Wiley | es_ES |
dc.relation | info:eu-repo/grantAgreement/MICIU/PSI2017-84145-P | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | mindfulness | es_ES |
dc.subject | perceived stress | es_ES |
dc.subject | shared flow | es_ES |
dc.subject | social climate | es_ES |
dc.subject | university students | es_ES |
dc.title | Social climate in university classrooms: A mindfulness-based educational intervention | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2021 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. | es_ES |
dc.rights.holder | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.relation.publisherversion | https://onlinelibrary.wiley.com/doi/10.1002/pchj.509 | es_ES |
dc.identifier.doi | 10.1002/pchj.509 | |
dc.departamentoes | Psicología Social | es_ES |
dc.departamentoeu | Gizarte Psikologia | es_ES |
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Except where otherwise noted, this item's license is described as © 2021 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.