Social climate in university classrooms: A mindfulness-based educational intervention

[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...

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Detalhes bibliográficos
Autores: Amutio Careaga, Alberto, Telletxea Artzamendi, Saioa, Mateos Pérez, Estibaliz, Padoan Ribeiro de Luca, Sonia Geni, Basabe Barañano, María Dolores
Formato: artículo
Fecha de publicación:2022
País:España
Recursos:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/55565
Acesso em linha:http://hdl.handle.net/10810/55565
Access Level:acceso abierto
Palavra-chave:mindfulness
perceived stress
shared flow
social climate
university students
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spelling Social climate in university classrooms: A mindfulness-based educational interventionAmutio Careaga, AlbertoTelletxea Artzamendi, SaioaMateos Pérez, EstibalizPadoan Ribeiro de Luca, Sonia GeniBasabe Barañano, María Doloresmindfulnessperceived stressshared flowsocial climateuniversity students[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.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-PWiley202220222022info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/55565reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MICIU/PSI2017-84145-P/https://onlinelibrary.wiley.com/doi/10.1002/pchj.509info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/© 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.Atribución-NoComercial-SinDerivadas 3.0 Españaoai:addi.ehu.eus:10810/555652026-06-18T09:23:17Z
dc.title.none.fl_str_mv Social climate in university classrooms: A mindfulness-based educational intervention
title Social climate in university classrooms: A mindfulness-based educational intervention
spellingShingle Social climate in university classrooms: A mindfulness-based educational intervention
Amutio Careaga, Alberto
mindfulness
perceived stress
shared flow
social climate
university students
title_short Social climate in university classrooms: A mindfulness-based educational intervention
title_full Social climate in university classrooms: A mindfulness-based educational intervention
title_fullStr Social climate in university classrooms: A mindfulness-based educational intervention
title_full_unstemmed Social climate in university classrooms: A mindfulness-based educational intervention
title_sort Social climate in university classrooms: A mindfulness-based educational intervention
dc.creator.none.fl_str_mv Amutio Careaga, Alberto
Telletxea Artzamendi, Saioa
Mateos Pérez, Estibaliz
Padoan Ribeiro de Luca, Sonia Geni
Basabe Barañano, María Dolores
author Amutio Careaga, Alberto
author_facet Amutio Careaga, Alberto
Telletxea Artzamendi, Saioa
Mateos Pérez, Estibaliz
Padoan Ribeiro de Luca, Sonia Geni
Basabe Barañano, María Dolores
author_role author
author2 Telletxea Artzamendi, Saioa
Mateos Pérez, Estibaliz
Padoan Ribeiro de Luca, Sonia Geni
Basabe Barañano, María Dolores
author2_role author
author
author
author
dc.subject.none.fl_str_mv mindfulness
perceived stress
shared flow
social climate
university students
topic mindfulness
perceived stress
shared flow
social climate
university students
description [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.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/55565
url http://hdl.handle.net/10810/55565
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MICIU/PSI2017-84145-P/
https://onlinelibrary.wiley.com/doi/10.1002/pchj.509
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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