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Improving the Classroom Experience b...

Almaguer-Botero, Andrea P.

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Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention./
作者:	Almaguer-Botero, Andrea P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	150 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
標題:	Counseling psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27829328
ISBN:	9798597050195

Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention.
Almaguer-Botero, Andrea P.

Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: B.

Thesis (Ph.D.)--The University of Texas Rio Grande Valley, 2020.

The purpose of this study was to improve the classroom environment for teachers by providing them with a mindfulness-based intervention. This experimental study evaluated the outcomes of an eight-week stress and mindfulness prevention intervention (SPAM) created specifically for teachers. The current study measured the following variables: mindfulness, stress, self-efficacy, job satisfaction, and well-being. This study used a four-way ANOVA (2 X 3 X 2 X 5) with two between subjects' factors, groups and levels, and two within subjects/repeated measures factors, pre-test-posttest and scales. There were 14 teacher participants in the experimental group and 19 teacher participants in the control group. Although the study did not show any significant effects for mindfulness, stress, self-efficacy, and well-being for either group, teacher participants in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group from pre-post outcomes. Future directions related to mindfulness-based interventions are discussed and recommendations for researchers, educators, and education administrators are provided.

ISBN: 9798597050195Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Classroom experience

Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention.
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500 $a Advisor: Miller, Eva.
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520 $a The purpose of this study was to improve the classroom environment for teachers by providing them with a mindfulness-based intervention. This experimental study evaluated the outcomes of an eight-week stress and mindfulness prevention intervention (SPAM) created specifically for teachers. The current study measured the following variables: mindfulness, stress, self-efficacy, job satisfaction, and well-being. This study used a four-way ANOVA (2 X 3 X 2 X 5) with two between subjects' factors, groups and levels, and two within subjects/repeated measures factors, pre-test-posttest and scales. There were 14 teacher participants in the experimental group and 19 teacher participants in the control group. Although the study did not show any significant effects for mindfulness, stress, self-efficacy, and well-being for either group, teacher participants in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group from pre-post outcomes. Future directions related to mindfulness-based interventions are discussed and recommendations for researchers, educators, and education administrators are provided.
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653 $a Mindfulness intervention
653 $a Teacher well-being
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