Page 309 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse. Ljubljana: Pedagoški inštitut, 2021. Digitalna knjižnica, Dissertationes 38
P. 309
u vajanje čuječnosti v študijski proces
lahko pomembno prispeva k bolj kvalitetnemu učnemu procesu študen-
tov. Rezultati obravnavane študije so pokazali, da so študenti naklonjeni
vključevanju programov za spodbujanje čuječnosti v visokošolski prostor,
saj prepoznavajo številne koristi izvajanja čuječnostnih praks. Na podlagi
tega se zdijo smiselne pobude o vključevanju principov čuječnosti in izva-
janja čuječnostnih praks v visokošolsko izobraževanje.
Literatura
Bamber, Mandy D. in Erin Morpeth. „Effects of mindfulness meditation on
college student anxiety: A meta-analysis.“ Mindfulness 10.2 (2019): 203-
214.Bargh, John A. in Tanya L. Chartrand. „The Unbearable Automatici-
ty of Being,“ American Psychologist 54 (1999): 462-479.
Beddoe, Amy E. in Susan O. Murphy. „Does mindfulness decrease stress and
foster empathy among nursing students?.“ Journal of Nursing Education
43.7 (2004): 305-312.
Bishop, Scott R., et al. „Mindfulness: a proposed operational definition.“ Clini-
cal psychology: Science and practice 11.3 (2004): 230.
Bowlin, Stephanie L. in Ruth A. Baer. „Relationships between mindfulness,
self-control, and psychological functioning.“ Personality and Individual
Differences 52.3 (2012): 411-415.
Canby, Nicholas K., et al. „A brief mindfulness intervention for healthy college
students and its effects on psychological distress, self-control, meta-mo-
od, and subjective vitality.“ Mindfulness 6.5 (2015): 1071-1081.
Carson, James W., et al. „Mindfulness-based relationship enhancement.“ Be-
havior Therapy 35 (2004): 471-494.
Cohen, Jeanette, and Lisa Miller. „Interpersonal mindfulness training for wel-
l-being: A pilot study with psychology graduate students.“ Teachers Col-
lege Record 111.12 (2009): 2760-2774.
Condon, Paul, et al. „Meditation increases compassionate responses to suffe-
ring.“ Psychological science 24.10 (2013): 2125-2127.
Creswell, J. David. „Mindfulness interventions.“ Annual review of psychology
68 (2017): 491-516.
Eberth, Juliane, and Peter Sedlmeier. „The effects of mindfulness meditation: a
meta-analysis.“ Mindfulness 3.3 (2012): 174-189.
Galante, Julieta, et al. „A mindfulness-based intervention to increase resilien-
ce to stress in university students (the Mindful Student Study): a pragma-
tic randomised controlled trial.“ The Lancet Public Health 3.2 (2018): 72-
309
lahko pomembno prispeva k bolj kvalitetnemu učnemu procesu študen-
tov. Rezultati obravnavane študije so pokazali, da so študenti naklonjeni
vključevanju programov za spodbujanje čuječnosti v visokošolski prostor,
saj prepoznavajo številne koristi izvajanja čuječnostnih praks. Na podlagi
tega se zdijo smiselne pobude o vključevanju principov čuječnosti in izva-
janja čuječnostnih praks v visokošolsko izobraževanje.
Literatura
Bamber, Mandy D. in Erin Morpeth. „Effects of mindfulness meditation on
college student anxiety: A meta-analysis.“ Mindfulness 10.2 (2019): 203-
214.Bargh, John A. in Tanya L. Chartrand. „The Unbearable Automatici-
ty of Being,“ American Psychologist 54 (1999): 462-479.
Beddoe, Amy E. in Susan O. Murphy. „Does mindfulness decrease stress and
foster empathy among nursing students?.“ Journal of Nursing Education
43.7 (2004): 305-312.
Bishop, Scott R., et al. „Mindfulness: a proposed operational definition.“ Clini-
cal psychology: Science and practice 11.3 (2004): 230.
Bowlin, Stephanie L. in Ruth A. Baer. „Relationships between mindfulness,
self-control, and psychological functioning.“ Personality and Individual
Differences 52.3 (2012): 411-415.
Canby, Nicholas K., et al. „A brief mindfulness intervention for healthy college
students and its effects on psychological distress, self-control, meta-mo-
od, and subjective vitality.“ Mindfulness 6.5 (2015): 1071-1081.
Carson, James W., et al. „Mindfulness-based relationship enhancement.“ Be-
havior Therapy 35 (2004): 471-494.
Cohen, Jeanette, and Lisa Miller. „Interpersonal mindfulness training for wel-
l-being: A pilot study with psychology graduate students.“ Teachers Col-
lege Record 111.12 (2009): 2760-2774.
Condon, Paul, et al. „Meditation increases compassionate responses to suffe-
ring.“ Psychological science 24.10 (2013): 2125-2127.
Creswell, J. David. „Mindfulness interventions.“ Annual review of psychology
68 (2017): 491-516.
Eberth, Juliane, and Peter Sedlmeier. „The effects of mindfulness meditation: a
meta-analysis.“ Mindfulness 3.3 (2012): 174-189.
Galante, Julieta, et al. „A mindfulness-based intervention to increase resilien-
ce to stress in university students (the Mindful Student Study): a pragma-
tic randomised controlled trial.“ The Lancet Public Health 3.2 (2018): 72-
309
