ENHANCING STUDENT OUTCOMES: INTEGRATING MINDFULNESS PRACTICES IN HIGHER EDUCATION SETTINGS
Abstrak
This article explores the integration of mindfulness practices in higher education settings and its potential impact on student outcomes. Mindfulness, rooted in ancient contemplative traditions, has gained traction in various fields, including education, due to its promising effects on well-being and cognitive functioning. Drawing upon existing literature and insights from notable researchers, this paper examines the methods, benefits, and challenges associated with implementing mindfulness practices in higher education. By analyzing the works of Kabat-Zinn, Shapiro, and Davidson, among others, this article sheds light on the transformative potential of mindfulness in enhancing student well-being, academic performance, and overall educational experience.
Iqtiboslar
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Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Lutz, A., Nidich, S., Roeser, R. W., Salzberg, S., & Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6(2), 146–153.
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Shapiro, S. L., Brown, K. W., & Astin, J. (2011). Toward the Integration of Meditation into Higher Education: A Review of Research. In Higher Education: Handbook of Theory and Research (Vol. 26, pp. 145–198). Springer.
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