International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(2) 275-290

The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess

Aybala Ceylin Gürpınar & Fatma Ebru İkiz

pp. 275 - 290   |  DOI: https://doi.org/10.29329/ijpe.2022.431.18   |  Manu. Number: MANU-2103-06-0002.R1

Published online: April 01, 2022  |   Number of Views: 218  |  Number of Download: 371

Save PDF

Abstract

In this study, mindful attention awareness (MAA) and cognitive flexibility (CF) were considered as structures that protect the mental health of teacher trainees. The main purpose of the study is to examine the relationships between mindful attention awareness, cognitive flexibility levels, and mental symptoms of teacher trainees. The sample is consisted of 396 teacher trainees from Turkey. Data were collected by Mindful Attention Awareness Scale, Cognitive Flexibility Inventory, Brief Symptom Inventory. The model was predictive associational survey model. Data analyses were made by Pearson correlation coefficients and multiple linear regression techniques. Significant negative correlations were found between  mental symptoms and both mindful attention awareness and  cognitive flexibility, especially its control sub-dimension. As a result of regression analysis mindful attention awareness and cognitive flexibility control sub-dimensions together explain 31% of mental symptoms. MAA co-operates with CF as mental health protective structures, and the growth of mindful attention awareness creates positive effects on cognitive flexibility.

Keywords: Mindful Attention Awareness, Mindfulness, Cognitive Flexibility, Mental Symptoms, Emerging Adulthood

How to Cite this Article?

APA 6th edition
Gurpinar, A.C. & Ikiz, F.E. (2022). The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess . International Journal of Progressive Education, 18(2), 275-290. doi: 10.29329/ijpe.2022.431.18

Harvard
Gurpinar, A. and Ikiz, F. (2022). The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess . International Journal of Progressive Education, 18(2), pp. 275-290.

Chicago 16th edition
Gurpinar, Aybala Ceylin and Fatma Ebru Ikiz (2022). "The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess ". International Journal of Progressive Education 18 (2):275-290. doi:10.29329/ijpe.2022.431.18.
References
  1. Abrams, M., & Ellis, A. (1994). Rational emotive behaviour therapy in the treatment of stress. British Journal of Guidance and Counselling, 22(1), 37–41. https://doi.org/10.1080/03069889408253664 [Google Scholar] [Crossref] 
  2. Al-Jabari, R. M. . (2012). Relatıonshıps among self-esteem , psychologıcal and cognıtıve flexıbılıty , and psychologıcal symptomatology. Unıversıty Of North Texas. [Google Scholar]
  3. Alidina, S. (2010). Mindfulness for dummies. London: John Wiley & Sons Ltd. [Google Scholar]
  4. Altunkol, F. (2017).  The effects of a cognitive flexibility education program on high school students' cognitive flexibility, perceived stress levels and coping styles. Unpublished PhD thesis. Adana: Çukurova University. [Google Scholar]
  5. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). In Psychopathology and Psychotherapy: DSM-5 Diagnosis, Case Conceptualization, and Treatment. American Psychiatric Pub. https://doi.org/10.4324/9780203772287-23 [Google Scholar] [Crossref] 
  6. Armbruster, D. J. N., Ueltzhöffer, K., Basten, U., & Fiebach, C. J. (2012). Prefrontal cortical mechanisms underlying individual differences in cognitive flexibility and stability. Journal of Cognitive Neuroscience, 24(12), 2385–2399. https://doi.org/10.1162/jocn_a_00286 [Google Scholar] [Crossref] 
  7. Arslan, I. (2018). Bi̇li̇nçli̇ farkindalik, depresyon ve algilanan stres arasindaki̇ i̇li̇şki̇. Birey ve Toplum, 8(16), 73–86. [Google Scholar]
  8. Asıcı, E., & İkiz, F. E. (2015). Mutluluğa giden bir yol: Bilişsel esneklik. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(35), 191–211. [Google Scholar]
  9. Asıcı, E., İkiz, F. E., & Karaca, R. (2018). Olumlu duyguyu düzenlemede güçlükler ölçeği (O-DDGÖ): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 26(5), 1589–1600. https://doi.org/10.24106/kefdergi.2165 [Google Scholar] [Crossref] 
  10. Asl, N. H., Emamvirdi, R., & Colakoglu, F. (2020). The effectiveness of a four-week online mindfulness yoga practice on psychological health of undergraduate students during the coronavirus ( covid-19 ) pandemic. Uluslararası Sosyal Araştırmalar Dergisi, 13(72), 1065–1069. https://doi.org/10.17719/jisr.10948 [Google Scholar] [Crossref] 
  11. Atalay, Z. (2019). Mindfulness-bilinçli farkındalık farkındalıkla anda kalabilme sanatı. İstanbul: İnkılap Kitapevi. [Google Scholar]
  12. Aydınlı, S. (2019). The examination of the relationship between mindfulness level with perceived stress and somatization disorder symptoms. Unpublished master thesis. İstanbul: Beykent University. [Google Scholar]
  13. Barlow, D. H., & Durand, V. M. (2016). Abnormal psychology: An integrated approach. Wadsworth: Cengage Learning. [Google Scholar]
  14. Bedel, A., & Ulubey, E. (2015). Ergenlerde başa çıkma stratejilerini açıklamada bilişsel esnekliğin rolü. Elektronik Sosyal Bilimler Dergisi, 14(55), 291–300. [Google Scholar]
  15. Bell, S., & Lee, C. (2008). Transitions in emerging adulthood and stress among young Australian women. International Journal of Behavioral Medicine, 15(4), 280–288. https://doi.org/10.1080/10705500802365482 [Google Scholar] [Crossref] 
  16. Bernay, R. (2014). Mindfulness and the beginning teacher. Australian Journal of Teacher Education, 39(7), 58–69. https://doi.org/10.14221/ajte.2014v39n7.6 [Google Scholar] [Crossref] 
  17. Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M. (2016). Pause, breathe, smile: a mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion, 9(2), 90–106. https://doi.org/10.1080/1754730X.2016.1154474 [Google Scholar] [Crossref] 
  18. Bilgiz, S., & Peker, A. (2021). The mediating role of mindfullnes in the relationship between school burnout and problematic smartphone and social media use. International Journal of Progressive Education, 17(1), 68–85. https://doi.org/10.1016/j.techsoc.2020.101485 [Google Scholar] [Crossref] 
  19. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., … Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy/bph077 [Google Scholar] [Crossref] 
  20. Braver, T. S., Paxton, J. L., Locke, H. S., & Barch, D. M. (2009). Flexible neural mechanisms of cognitive control within human prefrontal cortex. Proceedings of the National Academy of Sciences, 106(18), 7351–7356. [Google Scholar]
  21. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and ıts role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822 [Google Scholar] [Crossref] 
  22. Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. https://doi.org/10.1080/10478400701598298 [Google Scholar] [Crossref] 
  23. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24th ed.). Ankara: Pegem Akademi. [Google Scholar]
  24. Cañas, J. J., Quesada, J. F., Antolí, A., & Fajardo, I. (2003). Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks. Ergonomics, 46(5), 482–501. https://doi.org/10.1080/0014013031000061640 [Google Scholar] [Crossref] 
  25. Carmody, J., & Baer, R. A. (2007). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31(1), 23–33. https://doi.org/10.1007/s10865-007-9130-7 [Google Scholar] [Crossref] 
  26. Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the ınverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13(2), 79–91. [Google Scholar]
  27. Çapa, Y., & Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69–73. [Google Scholar]
  28. Dağ, İ., & Gülüm, V. (2013). Yetişkin bağlanma örüntüleri ile psikopatoloji belirtileri arasındaki ilişkide bilişsel özelliklerin aracı rolü : Bilişsel esneklik. Türk Psikiyatri Dergisi, 24(4), 240–247. [Google Scholar]
  29. Dajani, D. R., & Uddin, L. Q. (2015). Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience. Trends in Neurosciences, 38(9), 571–578. https://doi.org/10.1016/j.tins.2015.07.003 [Google Scholar] [Crossref] 
  30. Damcı, T. (2017). Bir yol var: Mindfulness ile yaşam biçimini değiştirmek (4th ed.). İstanbul: Doğan Novus. [Google Scholar]
  31. Demir, V. (2015). Bilinçli farkındalık temelli kognitif terapi programının bireylerin depresif belirti düzeyleri üzerine etkisi. Psikoloji Çalışmaları, 35(1), 15–26. [Google Scholar]
  32. Demir, V. (2017). Bilinçli farkındalık temelli bilişsel terapi programının üniversite öğrencilerinin kaygı düzeylerine etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 7(12), 98–118. https://doi.org/10.26466/opus.294058 [Google Scholar] [Crossref] 
  33. Deniz, M. E., Erus, S. M., & Büyükcebeci, A. (2017). Bilinçli farkındalık ile psikolojik iyi oluş ilişkisinde duygusal zekanın aracılık rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(4), 17–31. [Google Scholar]
  34. Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and restimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253. https://doi.org/10.1007/s10608-009-9276-4 [Google Scholar] [Crossref] 
  35. Derogatis, L. R., & Melisaratos, N. (1983). The brief symptom ınventory: An introductory report. Psychological Medicine, 13, 595–605. [Google Scholar]
  36. Diril, A. (2011). An investigation of cognitive flexibility in terms of socio-demographic variables and anger level and anger styles in adolescent. Unpublished master thesis. Adana: Çukurova University. [Google Scholar]
  37. Dryden, W., & David, D. (2008). Rational emotive behavior therapy : Current status. Journal of Cognitive Psychotherapy, 22(3), 195–209. https://doi.org/10.1891/0889-8391.22.3.195 [Google Scholar] [Crossref] 
  38. Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4 [Google Scholar] [Crossref] 
  39. Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J. P. (2007). Mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. https://doi.org/10.1007/s10862-006-9035-8 [Google Scholar] [Crossref] 
  40. Gülüm, İ. V., & Dağ, İ. (2012). Tekrarlayıcı Düşünme Ölçeği ve Bilişsel Esneklik Envanteri’nin Türkçeye uyarlanması. Anadolu Psikiyatri Dergisi, 13, 216–223. [Google Scholar]
  41. Gündüz, B. (2013). Emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. Educational Research and Reviews, 8(13), 1048–1056. https://doi.org/10.5897/ERR2013.1493 [Google Scholar] [Crossref] 
  42. Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183. https://doi.org/10.1037/a0018555 [Google Scholar] [Crossref] 
  43. Hurwitz, T. A. (2004). Somatization and conversion disorders. The Canadian Journal of Psychiatry, 49(3), 172–178. https://doi.org/10.1002/9781118528563.wbcbt22 [Google Scholar] [Crossref] 
  44. İkiz, F. E. (2020). Ruh sağlığına genel bakış, uyum ve uyumsuzluk. In F. S. Çakar (Ed.), Yaşam dönemleri ve uyum sorunları (pp. 1–26). Ankara: Pegem Akademi. [Google Scholar]
  45. İkiz, F. E., Savcı, M., Asıcı, E., & Yörük, C. (2015). Üniversite öğrencilerinde problemli internet kullanımı ile psikolojik belirtiler arasındaki ilişkinin incelenmesi. International Journal of Human Sciences, 12(2), 688–702. https://doi.org/10.14687/ijhs.v12i2.3336 [Google Scholar] [Crossref] 
  46. İkiz, F. E., & Totan, T. (2012). Üni̇versi̇te öğrenci̇leri̇nde öz-duyarlik ve duygusal zekânin i̇ncelenmesi̇. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 51–72. [Google Scholar]
  47. İkiz, F. E., & Uygur, S. S. (2019). The effect of mindfulness- based programs on coping with test anxiety : A systematic review. Journal of Human Sciences, 16(1), 164–191. https://doi.org/10.14687/jhs.v16i1.5512 [Google Scholar] [Crossref] 
  48. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion. [Google Scholar]
  49. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016 [Google Scholar] [Crossref] 
  50. Kara, N. Ş. (2020). Examination of the meaning of life, forgiveness flexibility, cognitive flexibility, and psychological symptoms in terms of various variables in individuals who make sports and do not. Unpublished PhD thesis. Sakarya: Sakarya Uygulamalı Bilimler University. [Google Scholar]
  51. Krusche, A., Cyhlarova, E., & Williams, J. M. G. (2013). Mindfulness online : an evaluation of the feasibility of a web-based mindfulness course for stress , anxiety and depression. BMJ Open, 3, 1–10. https://doi.org/10.1136/bmjopen-2013-003498 [Google Scholar] [Crossref] 
  52. Lane, J. A., Leibert, T. W., & Goka-Dubose, E. (2017). The impact of life transition on emerging adult attachment, social support, and well‐being: A multiple‐group comparison. Journal of Counseling and Development, 95(4), 378–388. https://doi.org/10.1002/jcad.12153 [Google Scholar] [Crossref] 
  53. Lee, J. K., & Orsillo, S. M. (2014). Investigating cognitive flexibility as a potential mechanism of mindfulness in Generalized Anxiety Disorder. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 208–216. https://doi.org/10.1016/j.jbtep.2013.10.008 [Google Scholar] [Crossref] 
  54. Levey, J., & Levey, M. (2018). Roots and shoots of mindfulness. Subtle Energies Magazine, 28(3), 23–39. [Google Scholar]
  55. Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2, 78–85. https://doi.org/10.1007/s12671-011-0045-6 [Google Scholar] [Crossref] 
  56. Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1–9. [Google Scholar]
  57. Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623–626. https://doi.org/10.2466/pr0.1995.76.2.623 [Google Scholar] [Crossref] 
  58. Masuda, A., & Tully, E. C. (2012). The role of mindfulness and psychological flexibility in somatization, depression, anxiety, and general psychological distress in a nonclinical college sample. Journal of Evidence-Based Complementary & Alternative Medicine, 17(1), 66–71. https://doi.org/10.1177/2156587211423400 [Google Scholar] [Crossref] 
  59. Matud, M. P., Díaz, A., Bethencourt, J. M., & Ibáñez, I. (2020). Stress and psychological distress in emerging adulthood: A gender analysis. Journal of Clinical Medicine, 9(9), 1–11. https://doi.org/10.3390/jcm9092859 [Google Scholar] [Crossref] 
  60. Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18(1), 176–186. [Google Scholar]
  61. Moore, B. A. (2013). Propensity for experiencing flow: The roles of cognitive flexibility and mindfulness. Humanistic Psychologist, 41(4), 319–332. https://doi.org/10.1080/08873267.2013.820954 [Google Scholar] [Crossref] 
  62. Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99–125. https://doi.org/10.1300/J370v21n01_05 [Google Scholar] [Crossref] 
  63. Ozcan, N. A. (2019). The medıator role of cognıtıve flexıbılıty and mındfulness ın relatıonshıp between perceıved stress and dıstress tolerance among unıversıty students. European Journal of Education Studies, 6(9), 316–332. https://doi.org/10.5281/zenodo.3596983 [Google Scholar] [Crossref] 
  64. Özcan, D. A., & Esen, B. K. (2016). Ergenlerin bilişsel esneklik düzeyleri ile özyeterliklerinin incelenmesi. International Journal Of Eurasia Social Sciences, 7(24), 1–10. [Google Scholar]
  65. Özsoy, G. (2019). The role of experiential avoidance, mindfulness and cognitive flexibility in the relationship anxiety and intolerance to uncertainty in adulthood individuals: A model test. Unpublished master thesis. Muğla: Sıtkı Koçman University . [Google Scholar]
  66. Öztürk, O. (2001). Ruh sağlığı ve bozuklukları. Ankara: Nobel Tıp Kitabevleri. [Google Scholar]
  67. Öztürk, O., & Uluşahin, A. (2011). Ruh sağlığı ve bozuklukları (11th ed.). Ankara: Nobel Tıp Kitabevleri. [Google Scholar]
  68. Özü, Ö. (2020). Genç yetişkinlik dönemi ve uyum problemleri. In F. S. Çakar (Ed.), Yaşam dönemleri ve uyum sorunları (6th ed.). Ankara: Pegem Akademi. [Google Scholar]
  69. Özyeşil, Z., Arslan, C., Kesici, Ş., & Deniz, M. E. (2011). Bilinçli Farkındalık Ölçeği’nin Türkçeye uyarlama çalışması. Egitim ve Bilim, 36(160), 224–235. [Google Scholar]
  70. Rende, B. (2000). Cognitive flexibility: Theory, assessment, and treatment. Seminars in Speech and Language, 21(2), 121–132. https://doi.org/10.1055/s-2000-7560 [Google Scholar] [Crossref] 
  71. Rix, G., & Bernay, R. (2015). A study of the effects of mindfulness in five primary schools in New Zealand. Teachers’ Work, 11(2), 201–220. [Google Scholar]
  72. Sağlam, A., & İkiz, F. Ebru (2017). Ortaokul öğrencilerinin şiddet eğilimleri ile okula bağlılık düzeyleri arasındaki ilişkinin incelenmesi. Elementary Education Online, 16(3), 1235–1246. https://doi.org/10.17051/ilkonline.2017.330253 [Google Scholar] [Crossref] 
  73. Salman, M., Asif, N., Mustafa, Z. U., Khan, T. M., Shehzadi, N., Hussain, K., … Khan, M. T. (2020). Psychological ımpact of covıd-19 on pakistani university students and how they are coping. MedRxiv. https://doi.org/https://doi.org/10.1101/2020.05.21.20108647 [Google Scholar] [Crossref] 
  74. Sharf, R. S. (2011). Theories of psychotherapy and counseling: Concepts and cases (5th ed.). USA: Brooks Cole. [Google Scholar]
  75. Sibinga, E. M. S., Kerrigan, D., Stewart, M., Johnson, K., Magyari, T., & Ellen, J. M. (2011). Mindfulness-based stress reduction for urban youth. Journal of Alternative and Complementary Medicine, 17(3), 213–218. https://doi.org/10.1089/acm.2009.0605 [Google Scholar] [Crossref] 
  76. Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York: Norton. [Google Scholar]
  77. Siegel, R. D. (2010). The mindfulness solution. New York: The guılford press. [Google Scholar]
  78. Sinnott, J., Hilton, S., Wood, M., & Douglas, D. (2020). Relating flow, mindfulness, cognitive flexibility, and postformal thought: Two studies. Journal of Adult Development, 27(1), 1–11. https://doi.org/10.1007/s10804-018-9320-2 [Google Scholar] [Crossref] 
  79. Soltani, E., Shareh, H., Bahrainian, S. A., & Farmani, A. (2013). The mediating role of cognitive flexibility in correlation of coping styles and resilience with depression. Pajoohandeh Journal, 18(2), 88–96. [Google Scholar]
  80. Şahin, N. H., & Durak, A. (1994). Kısa semptom envanteri: Türk gençleri için uyarlanması. Türk Psikoloji Dergisi, 9(31), 44–56. [Google Scholar]
  81. Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı (6th ed.; M. Baloğlu, Çev.Ed.). Ankara: Nobel Tıp Kitabevleri. [Google Scholar]
  82. Ülev, E. (2014). The relationship between mindfulness and coping styles with depression, anxiety and stress symptoms in university students. Unpublished master thesis. Ankara: Hacettepe University. [Google Scholar]
  83. Yazar, M. S., & Meterelliyoz, K. Ş. (2019). Klinik olmayan populasyonda depresif semptomatoloji , bilişsel esneklik ve umutsuzluk ilişkisinin incelenmesi. 156 Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi 2019;, 8(2), 155–163. [Google Scholar]
  84. Yıldız, F. (2018). The investigation of the mediating role of emotion regulation difficulty in relationship between cognitive flexibility and psychological symptoms in adolescents Unpublished master thesis. Mersin. University. [Google Scholar]
  85. Yu, Y., Yu, Y., & Lin, Y. (2020). Anxiety and depression aggravate impulsiveness: the mediating and moderating role of cognitive flexibility. Psychology, Health and Medicine, 25(1), 25–36. https://doi.org/10.1080/13548506.2019.1601748 [Google Scholar] [Crossref] 
  86. Zaehringer, J., Falquez, R., Schubert, A. L., Nees, F., & Barnow, S. (2018). Neural correlates of reappraisal considering working memory capacity and cognitive flexibility. Brain Imaging and Behavior, 12(6), 1529–1543. https://doi.org/10.1007/s11682-017-9788-6 [Google Scholar] [Crossref] 
  87. Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-A systematic review and meta-analysis. Frontiers in Psychology, 5, 603. https://doi.org/10.3389/fpsyg.2014.00603 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 18 Issue 2

April 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.