Pleine conscience en éducation

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


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.

Boccia, M., Piccardi, L., & Guariglia, P. (2015). The meditative mind: a comprehensive meta-analysis of MRI studies. BioMed research international, 2015.

Casedas, L., Pirruccio, V., Vadillo, M. A., & Lupianez,J. (2020). Does mindfulness meditation training enhance executive control? A systematic review and meta-analysis of randomized controlled trials in adults. Mindfulness, 11, 411–424.

Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical psychology review, 31(3), 449-464.

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.

Eberth, J., & Sedlmeier, P. (2012). The effects of mindfulness meditation: a meta-analysis. Mindfulness, 3(3), 174-189.

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

Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492-513.

Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141.

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 (?)

Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. Mindfulness, 4(1), 3-17.

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.Sauer, S., Walach, H.,

Les défis de la recherche

Chiesa, A. (2013). The difficulty of defining mindfulness: Current thought and critical issues. Mindfulness, 4(3), 255-268.

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.

À catégoriser

Britton, W. B. (2019). Can mindfulness be too much of a good thing? The value of a middle way. Current Opinion in Psychology, 28, 159–165.

Cheung, S. Y., Huang, E. G., Chang, S., & Wei, L. (2020). Does being mindful make people more creative at work? The role of creative process engagement and perceived leader humility. Organizational Behavior and Human Decision Processes, 159, 39–48.

Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.