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

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dc.contributor.authorAmutio, Alberto
dc.contributor.authorTelletxea, Saioa
dc.contributor.authorMateos-Pérez, Estibaliz
dc.contributor.authorPadoan, Sonia
dc.contributor.authorBasabe, Nekane
dc.date.accessioned2024-08-27T15:03:22Z
dc.date.available2024-08-27T15:03:22Z
dc.date.issued2022-02
dc.descriptionIndexación: Scopus.
dc.description.abstractThere 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. © 2021 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.
dc.description.urihttps://onlinelibrary-wiley-com.recursosbiblioteca.unab.cl/doi/10.1002/pchj.509
dc.identifier.citationPsyCh Journal, Volume 11, Issue 1, Pages 114 - 122, February 2022
dc.identifier.doi10.1002/pchj.509
dc.identifier.issn2046-0260
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/59548
dc.language.isoen
dc.publisherJohn Wiley and Sons Inc
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International CC BY-NC-ND 4.0 Deed
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectMindfulness
dc.subjectPerceived stress
dc.subjectShared flow
dc.subjectSocial climate
dc.subjectUniversity students
dc.titleSocial climate in university classrooms: A mindfulness-based educational intervention
dc.typeArtículo
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