通过正念培养幼儿教育博士生的幸福感

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho
{"title":"通过正念培养幼儿教育博士生的幸福感","authors":"Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho","doi":"10.1007/s10643-024-01752-3","DOIUrl":null,"url":null,"abstract":"<p>The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"22 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness\",\"authors\":\"Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho\",\"doi\":\"10.1007/s10643-024-01752-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"22 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01752-3\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01752-3","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

攻读博士学位是一段艰苦的旅程,要求博士生优先考虑自己的幸福,并注意自己对压力的反应。正念练习已被证明能有效减轻压力,提高整体健康水平。本研究探讨了为期 8 周的正念课程对幼儿教育专业博士生幸福感的影响。四名参与者使用 "健康心灵计划 "应用程序参与了每日正念课程和冥想。结果表明,正念练习对参与者的意识和注意力、情绪智力和调节、压力和焦虑水平以及同情心水平都有积极影响。研究结果表明,正念练习可以成为博士生应对课程挑战和支持其情绪健康的宝贵工具。虽然这项研究取得了令人鼓舞的结果,但必须承认其局限性,如样本量小、结果不一,这可能会限制我们的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness

The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信