Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Montero-Marin, Jesus; Taylor, Laura; Crane, Catherine; Greenberg, Mark T.; Ford, Tamsin J.; Williams, J. Mark G.; García-Campayo, Javier; Sonley, Anna; Lord, Liz; Dalgleish, Tim; Blakemore, Sarah-Jayne; Kuyken, Willem
Titel	Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms
Quelle	In: Journal of Educational Psychology, 113 (2021) 8, S.1689-1708 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montero-Marin, Jesus) ORCID (Taylor, Laura) ORCID (Greenberg, Mark T.) ORCID (García-Campayo, Javier) ORCID (Kuyken, Willem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000542
Schlagwörter	Metacognition; Teaching Methods; Daily Living Skills; Well Being; Educational Benefits; Comparative Analysis; Books; Secondary School Teachers; Teacher Attitudes; Stress Management; Anxiety; Teacher Burnout; Depression (Psychology); Outcomes of Education; Institutional Characteristics; Foreign Countries; Teacher Characteristics; Independent Study; Faculty Development; Behavior Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Alltagsfertigkeit; Well-being; Wellness; Wohlbefinden; Bildungsertrag; Book; Buch; Monographie; Monografie; Lehrerverhalten; Stressmanagement; Stressbewältigung; Angst; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lernleistung; Schulerfolg; Ausland; Selbststudium
Abstract	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 of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course--77% female, mean age 39 years (SD = 9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over time significantly differed between the groups in all these outcomes, favoring the instructor-led arm. The instructor-led arm, compared with the self-taught, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors. Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms. Our results suggest both formats are considered reasonable, but the instructor-led is more effective than the self-taught. Trial registration: ISRCTN18013311. [This article was written with the MYRIAD team.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01