Pleine conscience en éducation

Général

Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). Handbook of mindfulness and self-regulation: Springer.

Méta-analyses

Bartlett, L., Martin, A., Neil, A. L., Memish, K., Otahal, P., Kilpatrick, M., & Sanderson, K.(2019). A systematic review and meta-analysis of workplace mindfulness training randomized controlled trials. Journal of Occupational Health Psychology, 24, 108–126.

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.

Choi, E., Gruman, J. A., & Leonard, C. M. (2021). A balanced view of mindfulness at work. Organizational Psychology Review, August 2021. doi:10.1177/20413866211036930

Méthodes d'évaluation des interventions et des pratiques

Baer, R. (2019). Assessment of mindfulness by self-report. Current opinion in psychology, 28, 42-48.

Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. Mindfulness, 4, 191–202

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.

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

Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. Adult Learning, 22(2), 37-42.

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.