130308 20240219135521.0 doi 10.1007/s12671-019-01132-8 sideral 112379 ART-2019-112379 eng Lombas, Andrés S. Universidad de Zaragoza (orcid)0000-0003-3492-7544 Impact of the happy classrooms programme on psychological well-being, school aggression, and classroom climate 2019 Access copy available to the general public Unrestricted Objectives This study sought to evaluate the efficacy of a brief version of the Happy Classrooms Programme in psychological well-being, school aggression, and positive classroom climate. Likewise, this study also aimed to identify which intervention effects could be attributed to the development of mindfulness. Finally, the last target of this study was to evaluate the implementation fidelity and the acceptability of the programme. Methods Multiple linear regression and longitudinal mediation analyses were performed with a sample of 524 students (49.8% boys and 50.2% girls) with a mean age of 13.6 years. Results Results provided evidence of the efficacy of the intervention in the majority of variables. For Mindfulness, Depressive Symptomatology, Perceived Stress, Competence, Emotional Attention, Identified Regulation, External Regulation, and Amotivation, the intervention proved efficacious only when pre-treatment levels of mindfulness were high, and sometimes also medium. For Self-esteem, Satisfaction with Life, Relatedness, Emotional Repair, Physical Aggression, Relational Aggression, Affiliation, and Teacher Support, intervention effects were irrespective of pre-treatment levels of mindfulness. Mediation analyses found evidence of longitudinal mediation effect of mindfulness on the relation between the intervention and most outcome variables. Implementation data showed that total time implemented by the teachers varied among them and that the programme was not highly acceptable by most students. Conclusions Our findings point out that Happy Classrooms Programme may promote psychological well-being and positive classroom climate, and reduce school aggression in students by increasing mindfulness levels. info:eu-repo/grantAgreement/ES/DGA/S114 info:eu-repo/semantics/openAccess All rights reserved http://www.europeana.eu/rights/rr-f/ 3.581 2019 PSYCHOLOGY, CLINICAL 20 / 131 = 0.153 2019 Q1 T1 PSYCHIATRY 31 / 140 = 0.221 2019 Q1 T1 1.573 2019 Applied Psychology 2019 Q1 Developmental and Educational Psychology 2019 Q1 Social Psychology 2019 Q1 Health (social science) 2019 Q1 Experimental and Cognitive Psychology 2019 Q1 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Jiménez, Teresa I. Universidad de Zaragoza (orcid)0000-0002-5187-3683 Arguís-Rey, Ricardo Hernández-Paniello, Silvia Valdivia-Salas, Sonsoles Universidad de Zaragoza (orcid)0000-0002-0242-5972 Martín-Albo, José Universidad de Zaragoza (orcid)0000-0003-4417-5470 4009 620 Universidad de Zaragoza Dpto. Psicología y Sociología Área Metod.Ciencias Comportam. 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 4009 680 Universidad de Zaragoza Dpto. Psicología y Sociología Área Person.Eval.Trat.Psicoló. 10 (2019), 1642–1660 Mindfulness Mindfulness 1868-8527 1124712 http://zaguan.unizar.es/record/130308/files/texto_completo.pdf Postprint 396147 http://zaguan.unizar.es/record/130308/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:130308 articulos driver 2024-02-19-13:51:29 ARTICLE