Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness gains in both the self-taught and instructor-led arms¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Frequency of mindfulness meditation practice produced indirect effects on teacher outcomes through mindfulness in both delivery formats. → Montero-Marin et al 2021

Evidence¶

Montero-Marin et al 2021¶

Montero-Marin et al. (2021). Teachers “Finding Peace in a Frantic World”: An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms. Journal of Educational Psychology. https://doi.org/10.1037/edu0000542

q3 · i? · causal · r2

Mediation analyses testing the indirect effects of practice frequency on pre-post improvements through gains in mindfulness, run separately for each treatment group. The article reports indirect effects through mindfulness in both arms; only practice frequency was examined because the authors state there is not enough evidence to consider other implementation variables.

"Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms."

Discussion¶

Related Claims¶

• The instructor-led mindfulness arm, compared with the self-taught arm, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors — related
• The instructor-led mindfulness arm showed significant pre-post improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout, while the self-taught arm showed significant pre-post improvements in self-compassion and well-being — related
• Self-taught mindfulness training may be a useful option for teachers who cannot access or commit to an instructor-led program, provided they engage with mindfulness practice — related