Teachers “finding peace in a frantic world”: an experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms

Montero-Marin, Jesús ; Taylor, Laura ; Crane, Catherine ; Greenberg, Mark T. ; Ford, Tamsin J. ; Williams, J. Mark G. ; Garcia-Campayo, Javier (Universidad de Zaragoza) ; Sonley, Anna ; Lord, Liz ; Dalgleish, Tim ; Blakemore, Sarah-Jayne ; Kuyken, Willem

Resumen: Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators

Idioma: Inglés

DOI: 10.1037/edu0000542

Año: 2021

Publicado en: Journal of Educational Psychology 113, 8 (2021), 1689-1708
ISSN: 0022-0663

Factor impacto JCR: 6.856 (2021)

Categ. JCR: PSYCHOLOGY, EDUCATIONAL rank: 4 / 60 = 0.067 (2021) - Q1 - T1

Factor impacto CITESCORE: 10.0 - Psychology (Q1) - Social Sciences (Q1)

Factor impacto SCIMAGO: 2.623 - Education (Q1) - Developmental and Educational Psychology (Q1)

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Area Psiquiatría (Dpto. Medicina, Psiqu. y Derm.)