000151357 001__ 151357 000151357 005__ 20251017144626.0 000151357 0247_ $$2doi$$a10.1037/edu0000542 000151357 0248_ $$2sideral$$a127153 000151357 037__ $$aART-2021-127153 000151357 041__ $$aeng 000151357 100__ $$0(orcid)0000-0001-5677-1662$$aMontero-Marin, Jesús 000151357 245__ $$aTeachers “finding peace in a frantic world”: an experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms 000151357 260__ $$c2021 000151357 5060_ $$aAccess copy available to the general public$$fUnrestricted 000151357 5203_ $$aMindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators 000151357 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es 000151357 590__ $$a6.856$$b2021 000151357 591__ $$aPSYCHOLOGY, EDUCATIONAL$$b4 / 60 = 0.067$$c2021$$dQ1$$eT1 000151357 592__ $$a2.623$$b2021 000151357 593__ $$aEducation$$c2021$$dQ1 000151357 593__ $$aDevelopmental and Educational Psychology$$c2021$$dQ1 000151357 594__ $$a10.0$$b2021 000151357 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000151357 700__ $$aTaylor, Laura 000151357 700__ $$aCrane, Catherine 000151357 700__ $$aGreenberg, Mark T. 000151357 700__ $$aFord, Tamsin J. 000151357 700__ $$aWilliams, J. Mark G. 000151357 700__ $$0(orcid)0000-0002-3797-4218$$aGarcia-Campayo, Javier$$uUniversidad de Zaragoza 000151357 700__ $$aSonley, Anna 000151357 700__ $$aLord, Liz 000151357 700__ $$aDalgleish, Tim 000151357 700__ $$aBlakemore, Sarah-Jayne 000151357 700__ $$aKuyken, Willem 000151357 7102_ $$11007$$2745$$aUniversidad de Zaragoza$$bDpto. Medicina, Psiqu. y Derm.$$cArea Psiquiatría 000151357 773__ $$g113, 8 (2021), 1689-1708$$pJ. educ. psychol.$$tJournal of Educational Psychology$$x0022-0663 000151357 8564_ $$s980860$$uhttps://zaguan.unizar.es/record/151357/files/texto_completo.pdf$$yVersión publicada 000151357 8564_ $$s2978225$$uhttps://zaguan.unizar.es/record/151357/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000151357 909CO $$ooai:zaguan.unizar.es:151357$$particulos$$pdriver 000151357 951__ $$a2025-10-17-14:24:22 000151357 980__ $$aARTICLE