Différences entre versions de « Pleine conscience en éducation »
(projet cours Pleine conscience en EFA) |
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| Ligne 5 : | Ligne 5 : | ||
== Méta-analyses == | == Méta-analyses == | ||
| − | Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. Perspectives on Psychological Science, 1745691620968771. | + | Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. ''Perspectives on Psychological Science'', 1745691620968771. |
| − | Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. | + | Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. JAM''A internal medicine, 174''(3), 357-368. |
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| + | == Revues de littérature == | ||
| + | |||
| + | Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. ''Annals of the New York Academy of Sciences, 1373''(1), 13. | ||
== Méthodes d'évaluation des interventions et des pratiques == | == Méthodes d'évaluation des interventions et des pratiques == | ||
| − | Baer, R. (2019). Assessment of mindfulness by self-report. Current opinion in psychology, 28, 42-48. | + | Baer, R. (2019). Assessment of mindfulness by self-report. ''Current opinion in psychology, 28,'' 42-48. |
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) | Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?) | ||
| − | Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. Personality and individual differences, 49(7), 805-810. | + | Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. ''Personality and individual differences, 49''(7), 805-810. |
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== Les défis de la recherche == | == Les défis de la recherche == | ||
| − | Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 62-65. | + | Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 62-65. |
| − | Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581. | + | Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. ''American Psychologist, 70''(7), 581. |
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). | Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011). | ||
| − | Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. Contemporary Buddhism, 12(1), 219-239. | + | Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. ''Contemporary Buddhism, 12''(1), 219-239. |
| − | Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. Adult Learning, 22(2), 37-42. | + | Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. ''Adult Learning, 22''(2), 37-42. |
| − | Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. British Journal of Educational Studies, 68(1), 61-78. doi:10.1080/00071005.2019.1581128 | + | Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. ''British Journal of Educational Studies, 68''(1), 61-78. doi:10.1080/00071005.2019.1581128 |
| − | Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36-61. | + | Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. ''Perspectives on Psychological Science, 13''(1), 36-61. |
== Pleine conscience et apprentissage des adultes == | == Pleine conscience et apprentissage des adultes == | ||
| − | Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, | + | Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. ''International Journal of Lifelong Education, 2''9(5), 517-532. doi:10.1080/02601370.2010.512792 |
| − | Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291. doi:10.1080/03055698.2014.889596 | + | Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. ''Educational Studies, 40''(3), 277-291. doi:10.1080/03055698.2014.889596 |
| − | Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. British Journal of Educational Studies, | + | Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. ''British Journal of Educational Studies, 6''4(1), 97-117. doi:10.1080/00071005.2015.1051946 |
| − | McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. Oxford Review of Education, 46(2), 257-278. doi:10.1080/03054985.2019.1667759 | + | McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. ''Oxford Review of Education, 46''(2), 257-278. doi:10.1080/03054985.2019.1667759 |
| − | Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. Adult Learning, 32(3), 125-131. doi:10.1177/1045159520981165 | + | Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. ''Adult Learning, 32''(3), 125-131. doi:10.1177/1045159520981165 |
== Pleine conscience et développement durable == | == Pleine conscience et développement durable == | ||
| − | Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), 1721. | + | Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. ''Sustainability, 13''(4), 1721. |
| − | Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. Quality Education, Encyclopedia of the UN Sustainable Development Goals; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. | + | Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. ''Quality Education, Encyclopedia of the UN Sustainable Development Goals''; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11. |
| − | Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. Environmental Education Research, 26(11), 1527-1555. | + | Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. ''Environmental Education Research, 26''(11), 1527-1555. |
| − | Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. Journal of Cognitive Enhancement, 1-22. | + | Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. ''Journal of Cognitive Enhancement,'' 1-22. |
Version du 10 août 2021 à 14:26
Général
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). Handbook of mindfulness and self-regulation: Springer.
Méta-analyses
Goldberg, S. B., Riordan, K. M., Sun, S., & Davidson, R. J. (2021). The empirical status of mindfulness-based interventions: A systematic review of 44 meta-analyses of randomized controlled trials. Perspectives on Psychological Science, 1745691620968771.
Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., . . . Shihab, H. M. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. JAMA internal medicine, 174(3), 357-368.
Revues de littérature
Black, D. S., & Slavich, G. M. (2016). Mindfulness meditation and the immune system: a systematic review of randomized controlled trials. Annals of the New York Academy of Sciences, 1373(1), 13.
Méthodes d'évaluation des interventions et des pratiques
Baer, R. (2019). Assessment of mindfulness by self-report. Current opinion in psychology, 28, 42-48.
Choi, E., & Leroy, H. (2015). Methods of mindfulness: How mindfulness is studied in the workplace (?)
Van Dam, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An item response theory analysis of the Mindful Attention Awareness Scale. Personality and individual differences, 49(7), 805-810.
Les défis de la recherche
Davidson, R. J., & Dahl, C. J. (2018). Outstanding challenges in scientific research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 62-65.
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581.
Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re) invention of mindfulness: comment on Brown et al.(2011).
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science. Contemporary Buddhism, 12(1), 219-239.
Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. Adult Learning, 22(2), 37-42.
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison – raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. British Journal of Educational Studies, 68(1), 61-78. doi:10.1080/00071005.2019.1581128
Van Dam, N. T., Van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Gorchov, J. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36-61.
Pleine conscience et apprentissage des adultes
Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, 29(5), 517-532. doi:10.1080/02601370.2010.512792
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291. doi:10.1080/03055698.2014.889596
Hyland, T. (2016). The Limits of Mindfulness: Emerging Issues for Education. British Journal of Educational Studies, 64(1), 97-117. doi:10.1080/00071005.2015.1051946
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education. Oxford Review of Education, 46(2), 257-278. doi:10.1080/03054985.2019.1667759
Owen, R. (2020). Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training. Adult Learning, 32(3), 125-131. doi:10.1177/1045159520981165
Pleine conscience et développement durable
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), 1721.
Frank, P., Fischer, D., & Wamsler, C. (2019). Mindfulness, Education, and the Sustainable Development Goals. Quality Education, Encyclopedia of the UN Sustainable Development Goals; Leal Filho, W., Azul, L., Brandli, P., Özuyar, G., Wall, T., Eds, 1-11.
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. Environmental Education Research, 26(11), 1527-1555.
Thiermann, U. B., & Sheate, W. R. (2020). The way forward in mindfulness and sustainability: a critical review and research agenda. Journal of Cognitive Enhancement, 1-22.
