scholarly journals The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing

2021 ◽  
Vol 18 (23) ◽  
pp. 12290
Author(s):  
Stevie-Jae Hepburn ◽  
Annemaree Carroll ◽  
Louise McCuaig
Keyword(s):  
Teacher Training ◽  
Perceived Stress ◽  
Online Survey ◽  
Subjective Wellbeing ◽  
Self Report ◽  
Initial Teacher Training ◽  
Mindful Attention ◽  
Teacher Training Programs ◽  
Mindful Attention Awareness Scale ◽  
Complementary Intervention

It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: The online survey participants (N = 257) were university students enrolled in initial teacher training. Self-report measures included the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS) and Personal Wellbeing Index (PWI). Results: PWI was negatively correlated with PSS (r = −0.550, p = .001), MAAS was negatively correlated with PSS (r = −0.567, p = .001) and positively correlated with PWI (r = 0.336, p = .001). The mean score for PSS (M = 20.61, SD = 6.62) was above the reported norm (14.2). Conclusions: The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs.

scholarly journals Promoting Stress Management and Wellbeing for Teachers, A Pilot Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Stevie-Jae Hepburn ◽  
Annemaree Carroll ◽  
Louise McCuaig
Keyword(s):  
Stress Management ◽  
Perceived Stress ◽  
Effect Size ◽  
T Test ◽  
Self Report ◽  
Paired Samples ◽  
Brief Cope ◽  
Mindful Attention ◽  
Complementary Intervention ◽  
The Impact

Objectives: Investigate the change in perceived stress, mindful attention awareness, subjective wellbeing and coping for pre-service teachers (PSTs) and the impact of a pilot 6-h Complementary Intervention (CI).Method: Phase One (N = 79) survey at two timepoints. Perceived Stress Scale, Mindful Attention Awareness Scale, Personal Wellbeing Index and the Brief COPE scale. Phase Two CI pre- and post-program self-report measures (N = 20).Data analysis: Paired-sample and independent sample t-test.Results: The paired-samples t-test confirmed that perceived stress levels (p = 0.082) for PSTs remain elevated across the duration of the academic year. There was not a significant change for the MAAS and sub-scales of the Brief COPE. There was a significant decrease in PWI scores (p = 0.04). The participants in the CI experienced a significant decrease in perceived stress (p = 0.004) pre-program (M = 18.6, SD = 7.04) and post-program (M = 15.55, SD = 6.95), effect size (d = 0.48). Increase in mindful attention awareness (p = 0.019), pre-program (M = 3.49, SD = 0.59) and post-program (M = 3.94, SD = 0.85), effect size (d = −0.57).Conclusion: The findings suggest that perceived stress for PSTs are at above-average levels and a yoga-based CI may provide support for promoting wellbeing and stress management.

scholarly journals Social Judgments as a Measure of Right Mindfulness

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668681
Author(s):  
Robert Lindsay Hakan ◽  
Julia M. Neal ◽  
John Lothes
Keyword(s):  
Empirical Evidence ◽  
Significant Relationship ◽  
Social Judgment ◽  
Self Report ◽  
Social Judgments ◽  
Demand Characteristics ◽  
Mindful Attention ◽  
Potential Demand ◽  
Mindful Attention Awareness Scale

Mindfulness should be associated with decreased automatic responding and with increased empathy and compassion. Therefore, given an opportunity to express judgments about other people, a highly mindful person should be less inclined to express negative and unnecessary judgments. The present study provided participants the opportunity to express judgments about photographs of other people in a procedure that attempted to control for potential demand characteristics associated with self-report measures of mindfulness. Expressed judgments were panel rated, and the derived judgment scores were regressed with participant scores on the Mindful Attention Awareness Scale (MAAS) and the Five Facets of Mindfulness Questionnaire (FFMQ). Results demonstrated no overall significant relationship between judgments and MAAS or FFMQ total scores. However, a significant relationship between judgment scores and the “act with awareness” and the “non-judgment” facets of the FFMQ was observed. Judgment scores were also related to self-reported involvement in mindfulness activities such as meditation and yoga. These results suggest that self-reported mindfulness may not completely align with behaviors that logically reflect right mindfulness. Moreover, social judgment may be a useful overt measure related to mindfulness. The results also provide empirical evidence of the very strong social tendency to negatively and often derogatorily judge other people.

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

2018 ◽  
pp. 2082-2099
Author(s):  
Edgar Oliver Cardoso ◽  
Jorge Mejía Bricaire ◽  
Fernando Briseño Hurtado ◽  
Joel García Mendoza
Keyword(s):  
Teacher Training ◽  
Research Approach ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
General Data ◽  
Research Competences ◽  
Cross Sectional Design ◽  
Training Programmes ◽  
Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

2016 ◽  
pp. 311-327
Author(s):  
Edgar Oliver Cardoso ◽  
Jorge Mejía Bricaire ◽  
Fernando Briseño Hurtado ◽  
Joel García Mendoza
Keyword(s):  
Teacher Training ◽  
Research Approach ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
General Data ◽  
Research Competences ◽  
Cross Sectional Design ◽  
Training Programmes ◽  
Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

School Based Pre-Service (Initial) Teacher Training Programs in the USA and the UK

2019 ◽  
Author(s):  
Margaret Solomon
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Initial Teacher Training ◽  
Teacher Training Program ◽  
School Based ◽  
Teacher Training Programs ◽  
The Usa ◽  
The Uk ◽  
The U.S

This article is about School-Based Initial Teacher Training (SBITT) programs practiced in the USA and the UK. The article briefly discusses how US teacher-training programs began in 1839, as Normal School in New England. They then later became university based traditional teacher-training programs across the country. Then it shows how a gradual change in teacher training came into the U.S. in the 1980s with the introduction of school-based teacher training as an alternative route. Although most teachers in the U.S are still trained in colleges and universities, the paper shows that many states still pursue alternative routes to teacher credentialing and focus on school-based training The next part is a brief narration of the history of school-based teacher training in the UK, which began in the early 19th century. In the later part of 1800s, teacher training was favored at universities in the UK and more colleges were opened to facilitate training teachers at higher education institutions (HEI). In the late 1900s, there was an emergence of School-Based Initial Teacher Training (SBITT) programs developed as a result of a shortage of trained teachers. Finally, a variety of different SBITT programs became the most prominent method of initial teacher training. In 2017–2018, 53% of teachers favored a school-based teacher training program, while 47% preferred a university-based teacher training program

What About the Different Shortened Versions of the Mindful Attention Awareness Scale?

2017 ◽  
Vol 120 (5) ◽  
pp. 966-990 ◽  
Author(s):  
Francesca Chiesi ◽  
Maria Anna Donati ◽  
Angelo Panno ◽  
Mauro Giacomantonio ◽  
Caterina Primi
Keyword(s):  
Psychometric Properties ◽  
Behavioral Inhibition ◽  
Reliability And Validity ◽  
Total Sample ◽  
Self Report ◽  
Anxiety And Depression ◽  
Mindful Attention ◽  
Mindful Attention Awareness Scale ◽  
Regulation Strategies ◽  
Theory Framework

Given the mixed conclusions on the psychometric properties of the Mindful Attention Awareness Scale (MAAS) and the variety of subsets of items identified as abbreviated forms, the current study aimed to (a) further investigate the performance of single items and different combinations of items of the MAAS from within an Item Response Theory framework, (b) to expand upon existing knowledge about the coverage of the construct of the scale and its shortened versions. A sample of 914 participants (67.6% women; mean age 23.28, SD = 4.77) completed the MAAS. To fulfill the second aim of the study, of the total sample, two subsamples ( N = 156 and N = 158, respectively) were administered a battery of self-report questionnaires. Analyses attested that four items of the MAAS have weak psychometric properties and that the reliability of the scale remains unchanged when these items are excluded. The relationships with several constructs (consciousness, present-time attitude, emotional intelligence, alexithymia, emotion regulation strategies, behavioral inhibition and activation, affect, anxiety, and depression) provided evidence that the scale adequately reflects the operationalization of the construct, although some facets of the construct are only partially covered. The current findings confirm that the MAAS might be slightly shortened without reducing its reliability and validity, but drastically abbreviated forms, such as the proposed five-item version, fail to maintain adequate psychometric properties.

scholarly journals A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers

2021 ◽  
Vol 18 (12) ◽  
pp. 6320
Author(s):  
Stevie-Jae Hepburn ◽  
Annemaree Carroll ◽  
Louise McCuaig-Holcroft
Keyword(s):  
Stress Management ◽  
Perceived Stress ◽  
Salivary Cortisol ◽  
Subjective Wellbeing ◽  
Contextual Factors ◽  
Early Career ◽  
Self Report ◽  
Early Career Teachers ◽  
Cortisol Levels ◽  
Career Teachers

The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provide teachers with stress management strategies for promoting wellbeing, attention must also be directed towards secondary (individual)-level interventions. The present study addressed the issue of stress management techniques for early career teachers (n = 24) and aimed to contribute to the research surrounding complementary interventions (CIs) for educators. The intervention was designed to include strategies that operated through cognitive and physiological mechanisms that regulated the stress response and increased awareness of behaviours, emotions, and reactivity. The self-report measures included perceived stress, attention awareness, subjective wellbeing, burnout, and job-related affective wellbeing. The results indicated a statistically significant decrease in perceived stress and increases in attention awareness and subjective wellbeing. The salivary cortisol levels (waking and resting) decreased from baseline to week 6, and the pre- and post-session salivary cortisol levels indicated an immediate decrease in cortisol for weeks 4 to 6.

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