Search results for: mindfulness in All Content

Shyness as Mediating Role Between Mindfulness and Psychological Vulnerability

Bilinçli Farkındalık ile Psikolojik Kırılganlık İlişkisinde Utangaçlığın Aracı Rolü

Author(s): Mehmet Sarıçalı,Seydi Ahmet Satıcı / Language(s): Turkish / Issue: 1/2017

Keywords: Mindfulness;Shyness;Psychological vulnerability;Structural equation modelling,Bootstrapping

The current study was designed to investigated the mediating role of shyness on the associated between mindfulness and psychological vulnerability in Turkish university students. The participants were 299 [176(59%) females, 123(41%) males] volunteer university students who completed a questionnaire package that included Turkish versions of Mindful Attention Awareness Scale, the Psychological Vulnerability Scale, the Revised Cheek and Buss Shyness Scale. The theoretical model was tested using a two-step structural equation modeling and bootstrapping procedure. The results indicated that mindfulness was negatively associated with shyness psychological vulnerability and that shyness positively associated with psychological vulnerability. After the confirmed measurement model, the structural equation modeling revealed that shyness partially mediated the role of mindfulness on psychological vulnerability. Moreover, bootstrapping procedure confirmed that mindfulness was indirectly associated with psychological vulnerability through shyness. The findings highlight that the importance of mindfulness in decreasing perceptions of shyness and decreasing psychological vulnerability.

Impacts of Mindfulness and Emotion Regulation Skills on Job Satisfaction

Bilgece Farkındalık ve Duygu Düzenleme Becerisinin İş Tatminine Etkisi

Author(s): Burak Karacaoğlan,Nesrin Hisli Şahin / Language(s): Turkish / Issue: 4/2016

Keywords: Mindfulness; Emotion Regulation Skills; Job Satisfaction;

The most important thing is managing human resource which is the most precious capital of organizations effectively. And it’s only possible with employee focused Human Resource Management. Because all employees should be motivated and also expectations of employees should be taken into account. In this study, a number of factors affecting job satisfaction were examined, and it is tried to determine the relationships of job satisfaction with emotion regulation skills and mindfulness. This study was conducted on total 408 employees from both public and private sectors in Ankara. In this study, Job Satisfaction Scale, Emotion Regulation Scale, Toronto Mindfulness Scale and Integrative Self Knowledge Scale were used. It was found that education status and age variables, emotion reappraisal strategies, mindfulness and life satisfaction are significantly correlated with job satisfaction. The regression analysis revealed that education status, age, sector, work experience, mindfulness and life satisfaction significantly predicted job satisfaction.

A pilot study of a group mindfulness-based cognitive-behavioral intervention for smartphone addiction among university students

A pilot study of a group mindfulness-based cognitive-behavioral intervention for smartphone addiction among university students

Author(s): Yukin Lan,Jiao-Er Ding,Wei Li,Jiang Li,Yifei Zhang / Language(s): English / Issue: 4/2018

Keywords: mindfulness-based intervention; cognitive-behavioral therapy; group intervention; smartphone addiction; university students

Mindfulness-based intervention (MBI) has been applied in behavioral addiction studies in recent years. However, few empirical studies using MBI have been conducted for smartphone addiction, which is prevalent among Chinese university students. The aim of this study was to investigate the effectiveness of a group mindfulness-based cognitive-behavioral intervention (GMCI) on smartphone addiction in a sample of Chinese university students. Methods. Students with smartphone addiction were divided into a control group (n = 29) and an intervention group (n = 41). The students in the intervention group received an 8-week GMCI. Smartphone addiction was evaluated using scores from the Mobile Phone Internet Addiction Scale (MPIAS) and self-reported smartphone use time, which were measured at the baseline (1st week, T1), post-intervention (8th week, T2), the first follow-up (14th week, T3), and the second follow-up (20th week, T4). Results. Twenty-seven students in each group completed the intervention and the follow-up. Smartphone use time and MPIAS scores significantly decreased from T1 to T3 in the intervention group. Compared with the control group, the intervention group had significantly less smartphone use time at T2, T3, and T4 and significantly lower MPIAS scores at T3. Discussion and conclusion. This pilot study demonstrated that the GMCI could significantly alleviate smartphone addiction among university students.

ANXIETY AMONG STUDENTS: THE ROLE OF PERFECTIONISM, INTOLERANCE OF UNCERTAINTY, RUMINATION AND MINDFULNESS

ANKSIOZNOST KOD STUDENATA: ULOGA PERFEKCIONIZMA, NETOLERANCIJE NEIZVJESNOSTI, RUMINACIJE I USREDOTOČENE SVJESNOSTI

Author(s): Severina Mamić,Marina Nekić / Language(s): Croatian / Issue: 2/2019

Keywords: anxiety; negative perfectionism; ruminative thought style; intolerance of uncertainty; mindfulness;

Due to an increase in prevalence of psychological disorders among students, the aim of this study was to explore the degree to which individual differences in the levels of anxiety can be explained by perfectionism, intolerance of uncertainty, rumination and mindfulness and to explore the differences in the levels of the aforementioned constructs considering the level of mindfulness. The results on 317 college students aged 21 have shown that the chosen constructs explain 31,5 % of the variance in the anxiety symptoms. In other words, those students who have ruminative thought style and are not mindful have higher levels of anxiety. Furthermore, the highest levels in all measured constructs were present among students low on mindfulness. This study significantly contributes to the understanding of relatively lesser known constructs and has many practical implications.

Mindfulness, Burnout, Well-being, Bullying, Engagement, Mobbing, etc. Should We Translate These Terms or Use Them as Such?

Mindfulness, Burnout, Well-being, Bullying, Engagement, Mobbing, etc. Should We Translate These Terms or Use Them as Such?

Author(s): Cătălin Drăcşinescu / Language(s): English / Issue: 23/2019

Keywords: translations; mindfulness; burnout; mobbing; bullying, well-being;

Translations have always been a challenge and the end result may depend on a whole series of factors, including linguistic, cultural and personal elements, ranging from the translator’s experience and background to their social and psychological trends during the translation process and their strategy of choice. A systematic study is needed to identify the most efficient strategies to be used by translators and to eliminate any negative influences there might appear. This study aims at shedding some light on the optimum approach regarding the translation from English to Romanian of certain key terms in modern psychology, such as “mindfulness”, “burnout”, “engagement” or “mobbing”.

Mindfulness exercises

Ćwiczenia z uważności

Author(s): Marcin Miętus / Language(s): Polish / Issue: 156/2020

Awareness drives changes in reward value which predict eating behavior change: Probing reinforcement learning using experience sampling from mobile mindfulness training for maladaptive eating

Awareness drives changes in reward value which predict eating behavior change: Probing reinforcement learning using experience sampling from mobile mindfulness training for maladaptive eating

Author(s): Véronique A. Taylor,Isabelle Moseley,Shufang Sun,Ryan Smith,Alexandra Roy,Vera U. Ludwig,Judson A. Brewer / Language(s): English / Issue: 3/2021

Keywords: maladaptive eating; craving-related eating; mobile mindfulness training; reinforcement learning; computational modeling; reward value

Background and aims. Maladaptive eating habits are a major cause of obesity and weight-related illness. The development of empirically-based approaches, such as mindfulness training (MT) that target accurate mechanisms of action to address these behaviors is therefore critical. Two studies were conducted to examine the impact of MT on maladaptive eating and determine the involvement of reinforcement learning mechanisms underlying these effects. Methods. In Study1, maladaptive eating behaviors were assessed using self-report questionnaires at baseline and 8 weeks after an app-based MT intervention (n = 46). A novel mindful eating craving tool was embedded in our intervention to assess: eating behaviors (intake frequency/magnitude), and reward (contentment ratings) experienced after eating. Using a well-established reinforcement learning (Rescorla-Wagner) model, expected reward values (EV) were estimated as a function of contentment levels reported after eating. In Study2 (n = 1,119), craving tool assessments were examined in an independent sample using the app in a real-world naturalistic context. Results. Study 1's results revealed a significant decrease in EV and eating behaviors across craving tool uses. In addition, changes in reward values predicted decreases in eating behaviors. Finally, Study 1's results revealed significant pre-post intervention reductions in self-reported eating behaviors. In Study2, we observed a significant decrease in EV, but not in eating behaviors, across craving tool uses. Study 2 also revealed a predictive relationship between EV and eating behaviors. Discussion and conclusions. These results support the implementation of MT to prevent and treat maladaptive eating behaviors, which target reinforcement learning processes as mechanisms of action.

Mindfulness buffers the influence of stress on cue-induced craving for Internet among Chinese colleges with problematic Internet use

Mindfulness buffers the influence of stress on cue-induced craving for Internet among Chinese colleges with problematic Internet use

Author(s): Xiaojun Sun,Changying Duan,Gengfeng Niu,Yuan Tian,Yamei Zhang / Language(s): English / Issue: 4/2021

Keywords: cue-induced craving; stress; mindfulness; problematic internet use

Background and aims. Stress is a common experience among college students with problematic Internet use, and it may exacerbate their cue-induced Internet craving. This study aimed to examine the influence of stress on cue-induced craving for the Internet among subjects with problematic Internet use and the buffering effect of mindfulness. Methods. Sixty-eight college students with problematic Internet use were assigned to groups with a 2 (stress vs. no-stress) × 2 (high vs. low mindfulness) between-subject design. Results. It was deduced that stress could significantly enhance cue-induced craving for the Internet, and mindfulness could buffer this effect. Specifically, the effect of stress on cue-induced craving for the Internet was weaker among subjects with high mindfulness as compared to subjects with low mindfulness. Discussion and Conclusions. These findings contribute to understanding of the factors influencing problematic Internet use and how such factors interact. It also provides recommendations on how to prevent the progression of problematic Internet use and suggests possible interventions.

Enhancing Commitment to Teaching Entrepreneurship through Mindfulness and Readiness for Change in Higher Education Institutions

Enhancing Commitment to Teaching Entrepreneurship through Mindfulness and Readiness for Change in Higher Education Institutions

Author(s): Sock Beei Yeap,Lei Mee Thien / Language(s): English / Issue: 4/2021

Keywords: entrepreneurship; mindfulness; partial least squares structural equation modeling (PLS-SEM); readiness for change; thematic analysis;

Background/purpose – Research on teaching entrepreneurship which concentrates on the lecturers’ perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers’ commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods – Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed. Results – Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion – The qualitative interview data provided insight that lecturers’ working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.

Mindfulness and Emotional Control Skills – Premises for Successful Professional Path in Secondary School Level in Romania

Mindfulness and Emotional Control Skills – Premises for Successful Professional Path in Secondary School Level in Romania

Author(s): Mihaela Lungu,Ramona Elena Anghel,G.D. Mistreanu,E.L. Neacşu,N.M. Pavel / Language(s): English / Issue: 2/2021

Keywords: personal development; life skills; adolescence; career;

The research aims to provide a psycho-social perspective on the results of including personal development disciplines in the curriculum of secondary school students in Romania. Youngsters between 17 and 21 years old, from various secondary schools in the country, filled in between February and June 2020 the Mindfulness Attention Scale and Emotion Control Questionnaire 2. Descriptive and exploratory analysis methods were used. The general hypothesis of the research assumed that there are significant differences between the socio-professional achievements of participants who attended personal development training and those who did not. The hypothesis was confirmed.

Evaluating the outcomes of "Resilient left-behind children" – A social-emotional learning and mindfulness group counseling program

Evaluating the outcomes of "Resilient left-behind children" – A social-emotional learning and mindfulness group counseling program

Author(s): Laura Tripa,Florin Alin Sava,Ramona PALOS,Silvia MAGUREAN,Irina Macsinga / Language(s): English / Issue: 1/2021

Keywords: migration; left-behind; resilience; social-emotional learning; mindfulness;

International migration has a powerful impact on both the sending and receiving countries, especially for adults migrating for better working conditions and leaving family members, including children, behind. Increasing numbers of left-behind children in Romania (Save the Children Romania, 2019) require attention and support through specific policies and school-based programs. The purpose of this empirical study is to develop and assess a school-based prevention/intervention group counseling program for left-behind children. The program is based on previous social-emotional learning curricula and it incorporates mindfulness technics (Sibinga, Webb, Ghazarian, & Ellen, 2016). It is designed to increase resilience and self-regulatory abilities in children, thus improving their school adjustment in terms of emotional, social, behavioral and attitudinal outcomes. Using a sample of 62 children, aged 12-15 (M = 12.71, SD = .868), we conducted a quasi-randomized trial with a control and an intervention group to investigate the efficacy of the program. Children in the intervention group reported improved self-regulation and resilience and reduced loneliness and social dissatisfaction. Teachers reported significantly fewer emotional and behavioral difficulties for the children following the intervention. This study emphasizes the role of the evidence- based approach to counseling services in schools, by capitalizing on the latest findings in the field and addressing the specific needs of left-behind children

THE EFFECT OF MINDFULNESS ON COGNITIVE FAILURES: THE MEDIATING ROLE OF SUBJECTIVE WELL-BEING

BİLİNÇLİ FARKINDALIĞIN BİLİŞSEL KAYIPLAR ÜZERİNDEKİ ETKİSİ: ÖZNEL İYİ OLUŞUN ARACILIK ROLÜ

Author(s): Sema Polatci,Hande Ünüvar,Hüseyin Yılmaz / Language(s): Turkish / Issue: Sp. Issue/2022

Keywords: Mindfulness; subjective well-being; cognitive failures;

The aim of this study is to determine the effect of mindfulness on cognitive failures levels of white-collar workers, and the mediating role of subjective well-being. Since the workload of white-collar employees is relatively high, it is thought that the mistakes they will make while working may cause bigger problems. For this reason, whitecollar employees were preferred as the study sample. In the study, data were collected from 653 white-collar employees working in the public and private sectors by convenience sampling method. In accordance with the purpose of the research, these data were subjected to factor analysis, correlation, regression and mediation analysis. One of the results of the analyzes, it is revealed that both conscious awareness and subjective well-being decreased cognitive failures. It is seen that high subjective well-being has a more decreasing effect on cognitive failures than mindfulness. Moreover, it was concluded that mindfulness decreases cognitive failures by increasing subjective well-being. In the context of the results, suggestions have been developed for researchers and practitioners.

Mindulness practice as an effective method of improving ability of coping with stress

Praktyka mindfulness jako skuteczna metoda poprawy umiejętności radzenia sobie ze stresem

Author(s): Justyna Żejmo / Language(s): English,Polish / Issue: 2/2022

Keywords: mindfulness practice; mindfulness techniques; coping with stress

Chronic stress is the source of many somatic illness as well as psychological disorders, so the most important human competence today is the ability to cope with stress and difficult emotions. In the world of psychology and psychotherapy, many tools and methods are already being used to reduce levels of body and emotional tension, stress or anxiety. One such method is mindfulness practice, which recently has been a popular topic of researches. The aim of this article is to introduce the concept of mindfulness practice as one of the effective ways to regulate emotions, and to show its impact on improving stress management skills. This part of the article presents this issue based on theoretical concepts and scientific researches, and the second part of the article, included in the next issue of the journal, will present the results from an experiment, basen on the author’s own anti-stress programme, confirming the effect of mindfulness techniques on the reduction of stress intensity levels, as well as on the change of coping inventory for stressful situations style.

Practicing Mindfulness as a Space for Developing Vital and Hedonistic Values among Younger Schoolchildren

Praktykowanie mindfulness jako przestrzeń dla kształtowania wartości witalnych i hedonistycznych u dzieci w młodszym wieku szkolnym

Author(s): Justyna Kosz-Szumska / Language(s): Polish / Issue: 4 (67)/2022

Keywords: mindfulness in education;hedonistic values;vital values;wellbeing;emotions;mental health;early school education

Treści ujęte w niniejszym artykule koncentrują się wokół wartości hedonistycznych i witalnych oraz technik rozwijania uważności (mindful­ness) jako narzędzi mogących znaleźć zastosowanie w ich kształtowaniu wśród dzieci w młodszym wieku szkolnym. W pierwszej części opracowania zaprezentowano przyjętą teoretyczną perspektywę rozważań, sytuując wartości witalne i hedonistyczne w koncepcji integralnego rozwoju człowieka oraz ukazując powiązanie praktykowania uważności z kształtowaniem tychże wartości. Druga część artykułu stanowi zarys problematyki badawczej. Przyjmując cel teoretyczno-poznawczy i praktyczno-wdrożeniowy oraz stawiając pytania badawcze, wyłonione na podstawie wcześniejszej diagnozy (analiza SWOT), pozwalającej na zidentyfikowanie problemu uczniów biorących udział w badaniu, wdrożono oraz zrealizowano w latach 2019–2022 projekt, którym objęto uczniów klas 1–3 bydgoskiej szkoły podstawowej, stosując celowy dobór próby. Zastosowanie metody dialogowej oraz obserwacji pozwoliło na zebranie materiału empirycznego, którego analiza wskazuje, że wprowadzenie do systemu kształcenia i wychowania uczniów w młodszym wieku szkolnym treningu rozwijania uważności może stanowić aspekt terapeutyczny i/lub profilaktyczny w aspekcie zdrowia psychicznego. W konkluzji autorka wysuwa wnioski oraz rekomendacje dla praktyki edukacyjnej, wskazujące na pozytywny związek praktykowania mindfulness z kształtowaniem umiejętności uczniów w obszarze radzenia sobie ze stresem, negatywnymi emocjami i kierowaniem życiem w sposób prozdrowotny oraz zorientowany na przyszłość.

MEDIATING EFFECTS OF DISPOSITIONAL MINDFULNESS ON THE RELATIONSHIP BETWEEN NEUROTICISM, CONSCIENTIOUSNESS AND WORRIES, TENSION AND LACK OF JOY

MEDIATING EFFECTS OF DISPOSITIONAL MINDFULNESS ON THE RELATIONSHIP BETWEEN NEUROTICISM, CONSCIENTIOUSNESS AND WORRIES, TENSION AND LACK OF JOY

Author(s): Predrag Miladinović / Language(s): English / Issue: 02/2022

Keywords: Dispositional mindfulness; neuroticism; conscientiousness

The aim of the present research was to examine the mediating effects of Dispositional Mindfulness on the associations of the traits Neuroticism and Conscientiousness with Worries, Tension and (Lack of) Joy. The research sample consisted of participants from German-speaking general population (N=430; 73% females and 23% males) mean age x̄=39, σ=14.6 (min=19, max=77). The scales demonstrated high reliability. The Conceptual Model 1.2 was structured on the following associations: a negative correlation between Dispositional Mindfulness and Neuroticism (r=-0.64; p<.01) positive correlation with Conscientiousness (r=-0.41; p<.01), and negative correlations with Worries (r=-0.57; p<.01), Tension (r=-0.54; p<.01), and (Lack of) Joy (r=-0.62; p<.01). The results of mediation analysis indicate powerful indirect effects of Dispositional Mindfulness in all of the tested relationships: between Neuroticism and Worries (b=0.15; β=0.12; p <.001, 95% Bca CI 0.091, 0.217), Neuroticism and Tension (b=0.13; β=0.12; p <.001, 95% Bca CI 0.077, 0.208), Neuroticism and (Lack of) Joy (b=0.18; β=0.19; p<.001, 95% Bca CI 0.124, 0.241), and Conscientiousness and (Lack of) Joy (b=-0.10; β=-0.08; p <.001, 95% Bca CI -0.096, -0.058). Empirical evidence supports the theoretical assumptions that Dispositional Mindfulness strongly influences personality traits in the context of cognitive, affective, and somatic difficulties, and stimulates insight into one’s own behaviours and potential formation of functional responses.

Materialist Consumption or Reduced Consumption: An Evaluation from Mindfulness Perspective

Materyalist Tüketim veya Azaltılmış Tüketim: Bilinçli Farkındalık Bakış Açısıyla Bir Değerlendirme

Author(s): Sevde Yüksel,Arzu Şener / Language(s): Turkish / Issue: 2/2023

Keywords: Mindfulness; Materialism; Downshift/reduced consumption; Sustainable consumption;

Purpose – This study has been designed to determine the relationship between conscious awareness in consumption, which is presented as a consumer attribute that mitigates the negative effects of overconsumption, and materialism, which is an approach focused on consumption and material values with reduced consumption behavior. Design/methodology/approach – A relational survey research model was employed in this study. The study encompasses individuals aged 18 and above residing in Turkey. The sample of this study consists of a total of 528 participants gathered from different regions of the country. Data was collected through an online survey using the snowball sampling method between November 15, 2021, and December 30, 2021. The survey was implemented using the free Google Forms software. Findings – It has been determined that there is a statistically significant relationship between mindfulness and reduced consumption behavior in the positive direction, between mindfulness and materialism tendency in the negative direction, and between reduced consumption behavior and materialism tendency in the negative direction. Discussion – In order to deal with overconsumption and materialism, this study based on two sustainable consumption styles which are reduced consumption and mindfulness. In addition, the relationship between mindfulness and reduced consumption is examined, and a psychological approach is presented in terms of awareness to develop sustainable consumption behaviors. This has also been introduced to reduce unsustainable consumption patterns. The results obtained are similar to the results that has been found in other studies in the literature.

Does a 5-min brief mindfulness or listening activation help college students reduce English listening anxiety before an EFL listening test?

Does a 5-min brief mindfulness or listening activation help college students reduce English listening anxiety before an EFL listening test?

Author(s): Shiyu Zhao,Lingxi Yuan,Mengjiao Wu / Language(s): English / Issue: 1/2022

Keywords: English listening anxiety; test anxiety; mindfulness; listening activation;

English listening anxiety (ELA) is believed to have a negative effect on listening performance of English learners. The present study examined the effective- ness of two interventions, a brief mindfulness and listening activation in help- ing Chinese college students reduce English listening anxiety before an English listening test and improve listening performance. The experiment was carried out with two intact English language classes. In one class, the participants of Class 1 (English majors) received either a 5-min mindfulness or a 5-min listen- ing activation intervention immediately before a mid-term English listening exam, while Class 2 (law majors) received either a 5-min mindfulness or a 5- min rest intervention. The results showed that a brief intervention focused on mindfulness had a significant effect on decreasing participants’ levels of state listening anxiety, while the listening activation intervention had no such ef- fect. In addition, a 5-min rest intervention, which was initially planned in the experiment as a control intervention, also showed unexpected effect on de- creasing state listening anxiety. However, no significant difference in listening performance was found between the groups in either of the classes.

A New Window on Interaction: Does Mindfulness Play a Role?

A New Window on Interaction: Does Mindfulness Play a Role?

Author(s): Fatemeh Khonamri,MahSa Soleimani,Zdenka Gadušová,Libor Pavera / Language(s): English / Issue: 2/2022

Keywords: mindful task; English reading classroom; foreign language teaching;

Aim. The paper aims to investigate the students interactions engaged in mindful tasks in an English reading classroom. It attempts to explore whether there is any connection between being mindful and having a good interaction. Methods. For the research a case study approach was utilised, in which eight BA students majoring in English language and literature at the University of Mazandaran participated. They were divided into two groups of non-mindful and less mindful, each having four members based on their scores from Mindful Attention Awareness Scale (MAAS). The data was collected in three sessions of critical reading practice, in which both groups were engaged in different forms of critical reading tasks. The less mindful group was encouraged to engage in some mindful activities prior to the critical reading tasks. All the sessions were video recorded and then transcribed for analysis. The transcribed data were analysed by the researcher and a second rater. Results. The results of the data analysis demonstrated that there were some minor differences in interactions of non-mindful and less-mindful group in critical reading tasks. The less-mindful group seemed to have more interactions than the non-mindful one. Conclusions. Due to the study limitations the results cannot be generalised. Originality. Mindfulness is a fairly new concept in English language teaching which is attracting attention as an alternative to promote learning. However, within the context of education, there have also been a select few studies that have focused on the benefits of mindfulness in English reading classrooms.

The protective role of mindfulness in the cyberhate experience

The protective role of mindfulness in the cyberhate experience

Author(s): Nil Polat / Language(s): English / Issue: Sp. Iss./2024

Keywords: Internet; mindfulness; cyberviolence; women; solidarity;

In today’s world, widespread and uncontrolled access to social media channels, along with the possibility for individuals to hide their identities or use pseudonyms, can turn the internet, especially the social media environment, into a tool for violence for women due to many potential situations. The purpose of this article is to inform about a study conducted with the participation of ten women actively involved in the Kars/Sarıkamış cooperative, focusing on the impact of mindfulness method on coping with the various short and long-term negative effects of cyberviolence on women. The research flow includes introducing the concepts discussed in the study and their relationships, the purpose of the research, the methodology, results, and future steps that can be taken. The aim of the research on the role of mindfulness in the experience of cyberviolence is to understand the effects of cyberviolence on women from the perspective of ten women participants actively involved in the Kars/Sarıkamış women’s cooperative and the impact of mindfulness on women in coping with these effects. This study is of a qualitative nature, and survey research and focus group discussions have been preferred as the methods. The research results show that participants acknowledged the short and long-term negative psychological, physiological, and social effects of cyberviolence on individuals, but it also emerged that by strengthening solidarity among women and increasing the availability of methods such as mindfulness, the negative effects of cyberviolence can be reduced.

THE ROLE OF MINDFULNESS IN DEVELOPING STUDENTS' EMOTIONAL INTELLIGENCE

THE ROLE OF MINDFULNESS IN DEVELOPING STUDENTS' EMOTIONAL INTELLIGENCE

Author(s): Cristina-Dana Popescu / Language(s): English / Issue: 40/2025

Keywords: Mindfulness; emotional intelligence; higher education; Neuro-Linguistic Programming (NLP); mental clarity;

In an increasingly demanding academic environment, the development of students' emotional intelligence is essential for both educational and personal success. Mindfulness, defined as a state of present-moment and non-reactive awareness, plays a crucial role in emotional self-regulation, improving focus, and enhancing interpersonal relationships. This paper examines the impact of mindfulness on emotional intelligence, drawing on Daniel Goleman’s model and Neuro-Linguistic Programming (NLP) techniques. Goleman’s model outlines five essential elements: self-awareness, self-regulation, motivation, empathy, and social competencies, all of which can be cultivated through mindfulness exercises. NLP techniques, such as emotional anchoring and cognitive reframing, contribute to better emotional management and improved communication. The paper also focuses on the benefits of mindfulness in higher education, including stress reduction, increased mental clarity, and enhanced academic performance. Furthermore, it supports the development of empathy and social relationships, fostering a more harmonious educational environment. Integrating mindfulness into higher education offers an effective strategy for both students and teachers. The study highlights practical ways to apply mindfulness in education while addressing the challenges of its implementation. The conclusions emphasize the importance of an approach that combines cognitive and emotional development, promoting a more conscious and balanced learning experience.