1 resultado para Postcolonialism -- English-speaking countries
em Instituto Superior de Psicologia Aplicada - Lisboa
Filtro por publicador
- Repository Napier (2)
- ABACUS. Repositorio de Producción Científica - Universidad Europea (1)
- Aberystwyth University Repository - Reino Unido (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (4)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (5)
- Aquatic Commons (1)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archive of European Integration (6)
- Aston University Research Archive (30)
- B-Digital - Universidade Fernando Pessoa - Portugal (2)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (2)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (2)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (1)
- Biblioteca Digital Loyola - Universidad de Deusto (2)
- Biodiversity Heritage Library, United States (3)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (29)
- Brock University, Canada (5)
- Bucknell University Digital Commons - Pensilvania - USA (2)
- Cambridge University Engineering Department Publications Database (2)
- CentAUR: Central Archive University of Reading - UK (41)
- Center for Jewish History Digital Collections (2)
- Central European University - Research Support Scheme (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (39)
- CORA - Cork Open Research Archive - University College Cork - Ireland (4)
- Dalarna University College Electronic Archive (13)
- Deakin Research Online - Australia (102)
- Digital Commons @ DU | University of Denver Research (1)
- Digital Commons at Florida International University (21)
- Digital Peer Publishing (6)
- DigitalCommons@The Texas Medical Center (6)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (2)
- DRUM (Digital Repository at the University of Maryland) (4)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (1)
- Helda - Digital Repository of University of Helsinki (5)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (2)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Memorial University Research Repository (1)
- Ministerio de Cultura, Spain (10)
- National Center for Biotechnology Information - NCBI (1)
- Nottingham eTheses (1)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (17)
- Queensland University of Technology - ePrints Archive (302)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (6)
- Repositório Aberto da Universidade Aberta de Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (2)
- Repositório Científico da Universidade de Évora - Portugal (2)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositorio de la Universidad de Cuenca (3)
- Repositório digital da Fundação Getúlio Vargas - FGV (1)
- Repositório do Centro Hospitalar de Lisboa Central, EPE - Centro Hospitalar de Lisboa Central, EPE, Portugal (2)
- Repositório Institucional da Universidade de Aveiro - Portugal (5)
- Repositorio Institucional de la Universidad de El Salvador (3)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (8)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- School of Medicine, Washington University, United States (2)
- Universidad de Alicante (6)
- Universidad del Rosario, Colombia (5)
- Universidad Politécnica de Madrid (3)
- Universidade de Lisboa - Repositório Aberto (2)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universidade Técnica de Lisboa (1)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (3)
- Université de Lausanne, Switzerland (2)
- Université de Montréal (1)
- Université de Montréal, Canada (15)
- Université Laval Mémoires et thèses électroniques (1)
- University of Michigan (37)
- University of Queensland eSpace - Australia (12)
- University of Washington (3)
- WestminsterResearch - UK (7)
Resumo:
Recently, mindfulness-based social-emotional learning (SEL) approaches have been taught to children in some schools. Due to deficient methodological consistency observed in most studies, their results should be interpreted with caution. Moreover, research on how mindfulness-based SEL approaches benefit teachers is scarce, and the majority of these studies have been conducted in English-speaking countries; therefore, it is uncertain whether these approaches are suited to other cultural backgrounds. The aim of the present study was to evaluate the efficacy of the MindUp curriculum, an SEL program through mindfulness practice for Portuguese students and teachers. Participants included 454 3rd and 4th grade students and 20 teachers from state schools. A quasiexperimental (pre- and post-test) study compared outcomes for an experimental group with a waitlist control group. Data were collected from teachers and children through self-report measures. Results showed that over 50 % of the children who participated in the MindUp program scored above the control group mean in their ability to regulate emotions, to experience more positive affect, and to be more self-compassionate, and over 50 % scored lower in negative affect. In the group of teachers, over 80 % scored above the control group mean in observing, in personal accomplishment, and in self-kindness. Our results contribute to the recent research on the potential added value of mindfulness practices to a SEL program and strengthen the importance for teachers and students of adding to the academic curriculum a SEL program through mindfulness practices.