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Five factor mindfulness questionnaire: examination of some metric characteristic in general population

Petofaktorski upitnik svjesne usredotočenosti: provjera nekih metrijskih karakteristika na općoj populaciji

Author(s): Enedina Hasanbegović-Anić,Sabina Alispahić,Đenita Tuce,Jasmin Čolić / Language(s): Bosnian / Issue: 4/2017

Keywords: Five Factor Mindfulness Questionnaire – FFMQ; factore structure; reliability; validity;

The construct of mindfulness, defined as awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment, has been intensively researched in the context of the well-being during past ten years. The aim of this study was the examination of factor structure, reliability and validity of a translated and an adapted Bosnian version of Five Factor Mindfulness Questionnaire – FFMQ. The questionnaire consists of 39 items and measures five factors of mindfulness: observing, acting with awareness, nonjudging and nonreacting. The research sample included 441 participants in general population (213 males and 228 females). The average age of participants was M=39.9 (SD=13.33). Principal component analysis with Oblimin rotation indicates the existence of five factors with eigenvalues above 1 and confirms original FFMQ factor structure. The obtained five factors explain 44.17% of variance of mindfulness. The Cronbach alpha coefficients range from .68 to .84 and indicate a satisfactory level of internal consistency of all subscales. The criterion validity was examined using one external criterion: life satisfaction. The obtained results indicate that FFMQ has satisfactory metric characteristic and can be useful instrument in different areas of research where the mindfulness is relevant construct.

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The Effect of Mindfulness Based Cognitive Therapy on Depressive Symptoms of Visually Handicapped

Görme Engellilerde Depresif Belirtilere Yönelik Bilinçli Farkindalik Temelli Bilişsel Terapi Programinin Etkililiği

Author(s): Volkan Demir / Language(s): Turkish / Issue: 06/2015

Keywords: Visual impaired; mindfulness; depression; Cognitive Therapy;

The aim of the study is to investigate how mindfulness based cognitive therapy affect to visually handicapped individuals’ level of depression. These issues were investigated in a study involving 21 adults who regularly attend to a rehabilitation centre. Participants are between 18 and 41 years of age. To measure the levels of depressive symptoms, Beck Depression Inventory has been used. After applying pre-test, participants attended Mindfulness Based Cognitive Therapy treatment. These sessions have included 10 sessions each 90 minutes. The end of the sessions, Beck depression inventory has given to participants to obtain their post-test scores. Pre-test post-test design with a single group has been used in this study. The datas analyzed by Wilcoxon signed rank test and according to findings, participants’ depression scores significantly decreased after Mindfulness based cognitive therapy treatment.

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The mode of choreographed mindfulness

Tryb choreografowanej uważności

Author(s): Karolina Wycisk / Language(s): Polish / Issue: 148/2018

Keywords: „Centrum w procesie”; „Królowa wody”; Maria Stokłosa; „CISZA”; Izabela Chlewińska; „Uncannings”; Magdalena Ptasznik

Karolina Wycisk recenzuje trzy premiery „Centrum w procesie” („Królowa wody” Marii Stokłosy, prem.: 13.09.2018; „CISZA” Izabeli Chlewińskiej, prem.: 14.09.2018; „Uncannings” Magdaleny Ptasznik, prem.: 11.09.2018). Rozpoczyna tekst od przywołania tez z artykułu „Jak chcemy dzisiaj pracować?”, w którym Jeroen Peeters zastanawia się nad pozycją choreografa i pracy choreograficznej nie tylko w obszarze sztuki, ale również szeroko rozumianej nauki i wiedzy. Operując zaproponowanymi przez Peetersona rozpoznaniami, Wycisk opisuje przedstawienia, zastanawiając się nad możliwościami zmiany dotychczasowych formuł mówienia o choreografii.

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What can you not give up during learning in adulthood? About thinking, acting and mindfulness

Z czego nie można rezygnować podczas uczenia się w dorosłości? O myśleniu, działaniu i uważności

Author(s): Danuta Wajsprych / Language(s): Polish / Issue: 2/2018

Keywords: learning as an event; thinking; acting; mindfulness

The article focuses on the adult education, mainly academic, which is still accused of a transmissive character (conservative content and forms of academic functionalism) and neoliberal entanglement (privatised, instrumental, market, entrepreneurial cognitive interests). It is suggested to take a different look at the Academy as a place where learning is an event, a slow reflection on reality, a return to the sources of pedagogy – its philosophical core and reflection on oneself. The possibility of such studying is brought up by thinking and action combined with it, as an intentional activity. The article is an attempt to answer the question of how to become a „deliberate perpetrator”, how to start careful, non-instrumental study at the university? Reconstruction of the thinking and action category was made using mainly the analyses of Hanna Arendt, in the context of Makary Stasiak’s concept of an intentional delinquent.

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REPORTERS COMPETENCIES ON THE LABOR MARKET BASED ON THE ANALYSIS OF MATERIALS OF THE SCHOOL OF SOCIAL MINDFULNESS PROJECT

KOMPETENCJE REPORTERA NA RYNKU PRACY NA PODSTAWIE ANALIZY MATERIAŁÓW PROJEKTU SZKOŁY SPOŁECZNEJ UWAŻNOŚCI

Author(s): Elżbieta Pawlak-Hejno / Language(s): Polish / Issue: 04/2019

Keywords: reportage;reporter’s competences;media education

The aim of this article is to bring the idea of The School of Social Mindfulness closer to the scope determined by the title question. Using a qualitative analysis of the reporters’ auto-thematic statements, one can enunciate a repertoire of basic skills self-defined by professionals. The material corpus is composed of the statements collected in the volumes Reporterzy bez fikcji (Wojcińska 2011) and Autoportret reportera (Kapuściński 2003), as well as interviews given by Katarzyna Michalak, the co-creator of the workshops. The reflection on the condition of the Polish reportage and on the place of the genre in the era of the appreciation of sensationalist and entertainment-focused mes-sages is born on the basis of the research.

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THE EFFECT OF GENERATION Z MINDFULNESS ON SUBJECTIVE HAPPINESS: MEDIATING ROLE OF SELF COMPASSION

Z KUŞAĞINDA BİLİNÇLİ FARKINDALIĞIN ÖZNEL MUTLULUĞA ETKİSİ: ÖZ ŞEFKATİN ARACI ROLÜ

Author(s): Osman Çevik,Canan Kirmizi / Language(s): Turkish / Issue: 20/2020

Keywords: Mindfulness; Self Compassion; Subjective Happiness; Generation Z;

The purpose of this study is to determine whether self compassion acted as a mediator in the relationship between mindfulness and subjective happiness. Accordingly, the research was carried out on the sample of 402 university students which are in the Z Generation. The data obtained with the survey method were analyzed and interpreted with the help of SPSS and IBM SPSS Process Macro software. Findings show that self-compassion has a full mediating role in the effect of conscious awareness on subjective happiness by revealing the levels of conscious awareness, self-compassion and subjective happiness levels.

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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.

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Didactic sets to develop senses and cognitive mindfulness. The use of evaluation research in pedagogical practice

Mindtoyness – zestawy dydaktyczne rozwijające zmysły i uważność poznawczą. Wykorzystanie badań ewaluacyjnych w praktyce pedagogicznej

Author(s): Jolanta Kruk,Kamila Zdanowicz-Kucharczyk / Language(s): Polish / Issue: 1 (52)/2021

Keywords: Mindtoyness; cognitive mindfulness; concentration of attention; sensory de-velopment; early childhood education; cultural methodic

In contemporary didactic studies we find relatively little information about methods of developing mindfulness in the cognitive sphere. Our aim is to try to transfer the issues of training concentration and attention to early childhood education. The didactic and developmental benefits that can be obtained from this practice were observed during the classes with the sets. Mindtoyness – is a collection in its root referring to mindfulness – in our research project it can give teachers the tools to work on developing in-depth concentration in children.

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“Thinking about thinking on the moral one”: a model on the relationships between mindfulness, metacognition, and moral metacognition

“Ahlaki olanı düşünmeyi düşünmek”: bilinçli farkındalık, üstbiliş ve ahlaki üst biliş arasındaki ilişkilere yönelik bir model

Author(s): Gökhan Arslantürk,Zeliha Beyza Şamyanlı / Language(s): Turkish / Issue: 3/2021

Keywords: Mindfulness; metacognition; moral metacognition; moral awareness;

The distinguishing feature of human is his/her cognitive capacity. With this cognitive capacity, people established civilizations and developed moral systems. Awareness is central to these cognitive traits. People who are aware of themselves and their environment can know, monitor, and regulate their thoughts. This study addresses these cognitive features in a moral context. In this direction, a model has been proposed regarding the mediating role of metacognition between mindfulness and moral metacognition. The participants of the study consist of 220 people, most of whom are university students. The scales and questions of the research were delivered to the participants online. The findings obtained from the testing of the model indicate that mindfulness contributes to moral metacognition with mediation of metacognition. However, there is no direct relationship between mindfulness and moral metacognition. The findings were discussed in terms of the contribution of the study to the literature, its limitations, and implications for future studies.

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The Relationship Between Personality Traits, Mindfulness and Sectoral Commitment of University Students Studying Tourism

Turizm Eğitimi Alan Üniversite Öğrencilerinin Kişilik Özellikleri, Bilinçli Farkındalığı ve Sektöre Bağlılıkları Arasındaki İlişki

Author(s): Kudret Gül,Melike Gül / Language(s): Turkish / Issue: 3/2022

Keywords: Personality Trait; Mindfulness; Sectoral Commitment; University Student;

University education is a process in which students prepare themselves for their profession and begin to integrate with universal values. The study aims to determine the relationship between the personality traits, conscious awareness levels and commitment to the tourism sector of university students receiving tourism education. The research was carried out with the participation of a total of 255 students studying in the departments of Tourism and Hotel Management, Gastronomy and Culinary Arts, Recreation Management and Tourist Guidance within two vocational schools and two faculties affiliated to Balıkesir University. The data were obtained by the survey method in April-May 2022. The results of the research show that there is a strong relationship between the personality traits of the students receiving tourism education and their mindfulness. The relationship between personality trait and commitment to the industry, and between mindfulness and commitment to the industry is moderately strong. In addition, the findings reveal that female students are more committed to the sector compared to male students, the commitment to the sector decreases as the age of the students increases, and the mindfulness and commitment of the undergraduate students to the sector is higher comparedto the associate degree students.

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Effectiveness of mindfulness training programs in improving work stress management in teachers

Efektivita mindfulness tréningov v zlepšení zvládania pracovného stresu u učiteľov

Author(s): Alexander Loziak / Language(s): Slovak / Publication Year: 0

Keywords: work stress; mindfulness; teacher;

Objective. The main aim of the study is to describe current scientific knowledge about effectivity of so-called mindfulness training programs that are focusing on improving work stress management in teachers. Nowadays, teaching is one of the most stressful professions. Nevertheless, we pay very little attention to educating teachers about stress management skills (Meiklejohn et al., 2012). Mindfulness is the ability to focus attention on present moment with open and non-judgmental attitude. Its practice belongs to most promising ways how to help teachers handle their work load (Emerson et al., 2017). Method. This paper is literature review that analyses 10 current studies which concerned with effect of mindfulness training programs on teacher´s work stress. Trainings included education about mindfulness principles and its individual and group practices. Every analyzed study was published in 2012 or later. Results. Results of the study indicates high effectivity of mindfulness-based programs. All analyzed resources repeatedly show programs lower stress and negative emotions and improve emotional regulation ability. Conclusions. Issue of teacher work stress requires more attention in research but also in practice. Mindfulness training programs might be a solution. Limitations. Limitations of the paper are caused by its briefness because we were not able to grasp specificity of each intervention.

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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.

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The new challenges for the theory of education – integral education and mindfulness in education

Nowe wyzwania dla teorii edukacji – integralna edukacja i mindfulness w edukacji

Author(s): Jarosław Marzec / Language(s): Polish / Issue: 19/2022

Keywords: integral education; risk; responsibility; Ken Wilber; neoliberal hegemony;

The presented text refers to the text of Ewa Rodziewicz Come on! It is the responsibility that poses a challenge to education today, which consists of a recall to the humanistic ped- agogy and philosophy of education. According to this intention, I try to resolve the issue of responsibility as the leading category of the humanistic education. My attempt is the pre- sentation of the concept of the map of humanism and according to that I introduce Ken Wilbers’s concept of “hidden grammar” and the map of dominant educational discourses, especially those bound to the neoliberal approach to education. I decided to introduce two new approaches to humanistic theory of education: integral education and mindfulness in education as two new humanistic categories as answers to the risk culture and the crisis of responsibility within educational studies. Shortly speaking I would like to propose two new answers to such problems described in the text of Ewa Rodziewicz.

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Mediaesthetic aspect of audiovisual mindfulness-meditations as a popular genre in the network hyperspace

Медиаэстетический аспект аудиовизуальных mindfulness - медитаций как популярного жанра в сетевом гиперпространстве

Author(s): Żanna Sładkiewicz / Language(s): Russian / Issue: 183/2023

Keywords: inter-semiotic analysis; multimodality; meditation; rhetor; haptic; visual; acoustic code;

Today, meditation is seen not only as an element of the religious and spiritual life of the broadly understood East but also as a popular health practice available to any European media consumer and one of the most sought-after applications of digital devices. The author describes the multilevel rhetorical structure and aesthetic organization of the mindfulness-meditation videos in Russian and Polish, emphasizing the harmonizing potential of the analyzed media texts.

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The combined role of metacognition and mindfulness in social anxiety symptoms: A path model

The combined role of metacognition and mindfulness in social anxiety symptoms: A path model

Author(s): Faruk Obuća,Süleyman Çakıroğlu,Pınar Ünal-Aydın / Language(s): English / Issue: 3/2024

Keywords: anxiety disorder; metacognition; metacognitive beliefs; mindfulness; social anxiety

Although social anxiety disorder (SAD) is widespread and associated with significant distress, its etiology is not yet fully explored. We aimed to examine how metacognitions and mindfulness interact with SAD symptoms. 531 college students were enrolled in this study. Participants completed the Liebowitz Social Anxiety Scale (LSAS), the Metacognition Questionnaire-30 (MCQ-30), and the Five-Facet Mindfulness Questionnaire (FFMQ). A path analysis was run to explore the associations between test variables. A positive correlation was found between metacognition and SAD symptoms, while mindfulness negatively correlated with SAD symptoms and metacognition. In the established path model, metacognition had an indirect effect on SAD symptoms, which is partially mediated by mindfulness. Our findings imply that metacognitions and mindfulness may influence SAD symptoms among young adults. Mindfulness seems to have a prominent role in regulating metacognition's effects on SAD symptoms. Therefore, interventions that accurately target these factors may alleviate the symptoms of this debilitating psychological disturbance.

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The Relationship Between Mindfulness Level and Some Demographic Variables Among Students of University

The Relationship Between Mindfulness Level and Some Demographic Variables Among Students of University

Author(s): Lamia A. Aladsani / Language(s): English / Issue: 5/2024

Keywords: Mindfulness; Presence of Mind; Awareness of Feelings; Undistracted Attention; University Students;

This study aimed to reveal the levels of mindfulness among the study participants and to examine the differences in the levels of mindfulness among the participants according to three demographic variables, namely gender, type of college, and academic level, and the interactions between these variables. In total, 275 university students in the Kingdom of Saudi Arabia participated in the study. Using a random sample, data were collected using a mindfulness scale. Based on the results of the study, it can be concluded that the participants had an average level of mindfulness. The findings also revealed no differences in mindfulness attributable to gender, type of college, or academic level or the interactions between all these variables. The study’s results can provide benefits by increasing young people’s awareness of the importance of alertness and presence of mind for a healthy life, in addition to generating interest in organizing training programs inside or outside universities, aimed at improving students’ levels of mindfulness and providing intensive training

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Mindfulness programs for problematic usage of the internet: A systematic review and meta-analysis

Mindfulness programs for problematic usage of the internet: A systematic review and meta-analysis

Author(s): JOHANNES C. FENDEL,ANNIKA VOGT,Annika Brandtner,Stefan Schmidt / Language(s): English / Issue: 2/2024

Keywords: problematic internet use; internet use disorder; mindfulness; social network; gaming; screen time;

Introduction: Problematic usage of the internet (PUI) is an umbrella term for a range of uncontrolled, excessive, and potentially harmful online behaviors. Recently, numerous studies have examined the potential of mindfulness programs (MPs) for reducing PUI. We conducted a comprehensive systematic review and meta-analysis in this emerging field. Methods: We searched eight databases from inception to October 18, 2022, with no language restrictions. We included randomized controlled trials (RCTs) and nonrandomized trials (NRTs). The primary outcome was change in self-reported PUI, the secondary outcome was change in screen time. Results: Of 3,473 identified records, 19 RCTs and 20 NRTs with a total of 1,549 participants were included. Participation in an MP was associated with large reductions in PUI in between-group analysis in RCTs (k 5 19; g 5 1.67; 95% CI 2.15, 1.19) and in within-group pre-post analysis in all studies (k 5 35; g 5 1.67; 95% CI 1.99, 1.36). Screen time showed a medium reduction in within-group pre-post analysis (k 5 10; g 5 0.65; 95% CI 0.90, 0.41). The effects for PUI remained significant in a series of sensitivity analyses, such as excluding low quality studies, excluding outliers, adjusting for publication bias, or using follow-up data. Heterogeneity between studies was high and the overall quality of evidence was rated low. Discussion and conclusions: MPs are probably effective in reducing PUI and might be effective in reducing screen time. Shortcomings in the quality of evidence highlight the need for high-quality controlled trials with long-term follow-ups to confirm results.

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Effects of five-minute mindfulness meditation on mental health care professionals

Effects of five-minute mindfulness meditation on mental health care professionals

Author(s): Amy G. Lam,Sean Sterling,Edward Margines / Language(s): English / Issue: 3/2015

Keywords: mindfulness meditation; meditation; mindfulness; stress reduction; selfcare; mental health care professionals; psychologist; therapist; psychiatrist; five-minute meditation;

This study aimed to examine the use of five-minute mindfulness meditation to reduce the stress level, in terms of perception of stress in one’s life, and to increase the mindfulness level, in terms of the level of attentiveness to the present moment purposefully and without judgment, among mental health care professionals for seven consecutive days. In addition, the correlation between mindfulness level and stress level was examined. This quantitative research study utilized a pre- and post-test quasi-experimental design using Freiburg Mindfulness Inventory to measure mindfulness level and Perceived Stress Scale to measure stress level. 61 participants, who were active mental health care professionals at The Chicago School located in Chicago, IL, Irvine, CA and Los Angeles, CA, received seven days of five-minute mindfulness meditation exercise via the internet between November 2013 and January 2014. The medians from the pre- and post-tests of the intervention group showed a significant reduction (p < .001) in stress level, while there was not a significant difference (p < .105) in mindfulness level. There was a significant inverse correlation (p < .01) between mindfulness and stress. The results of this study suggest that five-minute mindfulness meditation could be an effective method in decreasing stress in this mental health care professional sample.

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Exploring mindfulness and systemic change through the lens of metamodern political philosophy

Exploring mindfulness and systemic change through the lens of metamodern political philosophy

Author(s): Filip Jovanovski,Chris Lentge / Language(s): Montenegrine / Issue: 13/2025

Keywords: metamodernism; education reform; political mindfulness; holistic systems change; listening society; metacrisis

The interconnected crises of the 21st century stem from imbalanced progress and demand a holistic systems change, requiring coordinated effort by the public, private, and civil sectors in fostering inner skills that citizens need in order to collectively face the metacrisis. This urgency is reflected in the emergence of metamodern political philosophy, which emphasizes often-overlooked, complex interrelations between modes of individual psychological growth and collective societal change. This paper focuses on the example of how mindfulness practice could be applied in education and political leadership. It argues that the fundamental reform of education systems must be elevated to the status of a major political issue requiring international attention. The paper further explores examples that demonstrate the possibility of incorporating the topic of inner development into politics.

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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.

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