國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention./
Author:	Almaguer-Botero, Andrea P.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
Subject:	Counseling psychology. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (150 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798597050195Subjects--Topical Terms:

963782
Counseling psychology.
Subjects--Index Terms:

Classroom experienceIndex Terms--Genre/Form:

554714
Electronic books.

Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention.
LDR:02542ntm a22003857 4500 001 1152546
005 20241209114550.5
006 m o d
007 cr mn ---uuuuu
008 250605s2020 xx obm 000 0 eng d
020 $a 9798597050195
035 $a (MiAaPQ)AAI27829328
035 $a AAI27829328
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Almaguer-Botero, Andrea P. $3 1479567
245 1 0 $a Improving the Classroom Experience by Providing Teachers with a Mindfulness Intervention.
264 0 $c 2020
300 $a 1 online resource (150 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
500 $a Advisor: Miller, Eva.
502 $a Thesis (Ph.D.)--The University of Texas Rio Grande Valley, 2020.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Counseling psychology. $3 963782
650 4 $a Educational leadership. $3 585508
653 $a Classroom experience
653 $a Mindfulness
653 $a Mindfulness intervention
653 $a Teacher well-being
655 7 $a Electronic books. $2 local $3 554714
690 $a 0603
690 $a 0624
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas Rio Grande Valley. $b School of Rehabilitation Services and Counseling. $3 1479568
773 0 $t Dissertations Abstracts International $g 82-10B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27829328 $z click for full text (PQDT)