Books and Papers

Libri per il MEL
Articoli per il MEL


Atkins, M., & Brown, G. (2002). Atkins, M., & Brown, G. (2002). Effective teaching in higher education. Routledge. Routledge ltd.

Bachkirova, T., Spence, G., & Drake, D. (2016). The SAGE Handbook of Coaching. SAGE.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Berry, E., Huber, B. J., & Rawitch, C. Z. (2017). Learning from the Learners: Successful College Students Share Their Effective Learning Habits. Rowman & Littlefield.

Canina, M., Bruno, C., & Anselmi, L. (2020). Teaching Design Thinking through Flipped Classroom. Franco Angeli. 

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Perennial.

Damasio, A. (2006). Descartes’ error. Emotion, reason and the human brain. Random House.

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press/Taylor and Francis.

Fatemi, S. M. (2018). A Phenomenology of Langerian Mindfulness: The Psychology of Presence. Rowman & Littlefield.

Felder, R. M., & Brent, R. (2016). Teaching and Learning STEM: A Practical Guide. John Wiley & Sons.

Gallwey, W. T. (1974). The inner game of tennis (1st Ed.). Random House.

Goldstein, J. (2013). Mindfulness: A Practical Guide to Awakening. Sounds True.

Gorell, R. (2013). Group Coaching: A Practical Guide to Optimizing Collective Talent in Any Organization. Kogan Page Publishers.

Hanh, T. N. (1987). Miracle of mindfulness. Beacon Press.

Hanh, T. N. (1988). Breathe! You Are Alive. Our appointment with life. Present moment, wonderful moment. Interbeing. Parallax Press.

Hanh, T. N. (1990). Transformation & Healing. Sutra on the Four Establishments of Mindfulness. Parallax Press.

Hassed, D. C., & Chambers, D. R. (2014). Mindful Learning: Reduce stress and improve brain performance for effective learning. Exisle Publishing.

Hattie, . (2012). Visible learning for teachers: Maximizing impact on learning. Routledge ltd.

Hyland, T. (2011). Mindfulness and Learning: Celebrating the Affective Dimension of Education. Springer Science & Business Media.

Jones, G., & Gorell, R. (2018). 50 Top Tools for Coaching: A Complete Toolkit for Developing and Empowering People. Kogan Page Publishers.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hachette Books.

Kahn, P., & Anderson, L. (2019). Developing Your Teaching: Towards Excellence. Routledge ltd.

Kahneman, D. (2011). Thinking, fast and slow. Macmillan.

Kets de Vries, M. (2015). Mindful leadership coaching. Percorsi verso una leadership consapevole. Ferrari Sinibaldi.

Kirschner, P. A., Hendrick, C., & Hendrick, C. (2020). How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice. Routledge ltd. 

Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). FT Press.

Kornfield, J. (2008). A path with heart: A guide through the perils and promises of spiritual life. Bantam.

Langer, E. J. (1997). The Power of Mindful Learning (1o ed.). Da Capo Lifelong Books.

Lucas, L. J. (2017). Practicing Presence: Tools for the Overwhelmed Teacher. Stenhouse Publishers.

Mussey, S. (2019). Mindfulness in the Classroom: Mindful Principles for Social and Emotional Learning. Sourcebooks, Inc.

O’Connor, J., & Lages, A. (2019). Coaching the Brain: Practical Applications of Neuroscience to Coaching. Routledge ltd.

Palmer, P. J., Zajonc, A., & Scribner, M. (2010). The Heart of Higher Education: A Call to Renewal. John Wiley & Sons, Ltd.

Pekrun, R. (2014). Emotions and Learning (The international academy of education (IAE)). Gonnet Imprimeur.

Salzberg, S. (2017). Real Love: The Art of Mindful Connection. Flatiron Books.

Schutz, P. A., & Pekrun, R. (2007). Emotion in education. Academic Press.

Segal, Z. V., & Teasdale, J. (2018). Mindfulness-Based Cognitive Therapy for Depression, Second Edition. Guilford Press.

Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. WW Norton & Company.

Strawser, M. G. (2018). Transformative Student Experiences in Higher Education: Meeting the Needs of the Twenty-First Century Student and Modern Workplace. Rowman & Littlefield.

SueSee, B., Hewitt, M., Pill, S., Hewitt, M., & Pill, S. (2020). The Spectrum of Teaching Styles in Physical Education. Routledge ltd. 

Sumedho, A. (1991). The way it is. Amaravati Buddhist Monastery.

Sumedho, A. (2004). Intuitive awareness. Amaravati Buddhist Monastery.

Sumedho, A. (2007). The sound of silence: The selected teachings of Ajahn Sumedho. Wisdom Publications.

Waters, H. S., & Schneider, W. (2009). Metacognition, Strategy Use, and Instruction. Guilford Press.

Whitmore, S. J. (1995). Coaching for performance: A practical guide to growing your own skills. Nicholas Brealey Publishing.

Winstone, N., Carless, D., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge ltd. 




Cavanagh, M. J., & Spence, G. B. (2013). Mindfulness in coaching: Philosophy, psychology, or just a useful skill?. In J. Passmore, D. Peterson, & T. Freire (Eds.).  (Pp. 112-134). New York: Wiley-Blackwell. DOI:10.1002/9781118326459.ch7. In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring (1 ed., pagg. 112–134). Wiley Blackwell.

Cornoldi, C. (2010). Metacognition, Intelligence and Academic Performance. In H. S. Waters & W. Schneider (A c. Di), Metacognition, strategy use, and instruction. (pagg. 257–277). Guilford Press.

Grant, A. M. ., Passmore, J., Cavanagh, M. J., & Parker, H. M. . (2010). The state of play in coaching today: A comprehensive review of the field. In International review of industrial and organizational psychology 2010, Vol. 25 (pp. 125–167). Wiley-Blackwell.

Joyce, B., & Calhoun, E. F. (2018). Peer Coaching in Education. In The Wiley Handbook of Educational Supervision (pagg. 307–328). John Wiley & Sons, Ltd.

Kemp, T. (2016). Mindfulness and Coaching: Contemporary Labels for Timeless Practices? In The SAGE handbook of coaching (pagg. 381–398). SAGE.

Li, L. (2020). Teacher Cognition about Teaching and Learning. In L. Li (A c. Di), Language Teacher Cognition: A Sociocultural Perspective (pagg. 87–134). Palgrave Macmillan UK.

Oliveras-Ortiz, Y., & Simmons, J. A. (2019). Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth. In M. L. Derrington & J. Brandon (A c. Di), Differentiated Teacher Evaluation and Professional Learning: Policies and Practices for Promoting Career Growth (pagg. 107–126). Springer International Publishing.

Sinatra, G. M., & Taasoobshirazi, G. (2018). The self-regulation of learning and conceptual change in science: Research, theory, and educational applications. In Handbook of self-regulation of learning and performance, 2nd ed (pagg. 153–165). Routledge/Taylor & Francis Group.

Tang, Y.-Y. (2017). Traits and States in Mindfulness Meditation. In Y.-Y. Tang (A c. Di), The Neuroscience of Mindfulness Meditation: How the Body and Mind Work Together to Change Our Behaviour (pagg. 29–34). Springer International Publishing.

Vauras, M., Volet, S., & Bobbitt Nolen, S. (2019). Supporting Motivation in Collaborative Learning: Challenges in the Face of an Uncertain Future. In Motivation in Education at a Time of Global Change (Vol. 20, pagg. 187–203). Emerald Publishing Limited.




Torriente, I., Carrión, R. I., Fernández, E., Morales, P., & Silva, G. (2020). Educational Training System for University Students at Initial Levels Through Coaching Strategies and Student Mentoring. In W. Karwowski, T. Ahram, & S. Nazir (Eds.), Advances in Human Factors in Training, Education, and Learning Sciences (pp. 223–228). Springer International Publishing.

Vasconcelos, R. M., & Almeida, L. S. (2018). Learning and academic success in engineering courses: Comparing 1st year students according to gender. 2018 IEEE Frontiers in Education Conference (FIE), 1–4.




Bae, E. K. (2019). Teachers, Feeling Stressed? … Just Breathe: Mindfulness Interventions and Their Impact on Teacher Stress and Burnout [Xavier University]. 

Carroll, J. (2019). Mindfulness: A Self-Study for Professional Learning [Doctoral Dissertation]. Vancouver Island University.

Crowder, J. (2019). Community College Student’s and Faculty’s Perception of Teaching Excellence [PhD, Auburn University]. 

Fisher, E. (2019). Teaching Quality in Higher Education [PhD]. University of Kassel.

Ford, C. G. (2019). An Investigation of the Relation between Mindfulness and Self-Esteem Stability [PhD, West Virginia University Libraries]. 

Harris, A. (2019). The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness [PhD, Walden University]. 

Kwon, S. Y. (2015). Exploring Mindfulness: The full teacher experience [Master Degree]. University of Toronto.

Lopez, R. (2019). Stress of College Students and Memory with the Implementation of Brief Mindfulness [Doctoral Dissertation]. Valden University.

Miley, J. (2017). The Effects of Meditation on Perceived Self Efficacy in Student Registered Nurse Anesthetists [PhD, The University of Southern Mississippi]. 

Poulin, P. A. (2009). Mindfulness-based Wellness education: A longitudinal evaluation with students in initial teacher education [Doctoral Dissertation]. University of Toronto.

Soloway, G. B. (2012). Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education [PhD].

Tétreault, P. (2013). The Flipped Classroom: Cultivating Student Engagement [Master Degree]. University of Victoria.

Zepeda, C. (2018). Self-regulated learning in a college course: Examining student metacognitive study strategies, grit, self-efficacy, and performance [Doctoral Dissertation, University of Pittsburgh]. 


Assumpcao, A. A., Pena, C. S., Neufeld, C. B., & Teodoro, M. M. (2019). Mindfulness-based cognitive therapy for University students with depression, anxiety, and stress symptoms: A randomized controlled trial. Asia Pacific Journal of Clinical Trials: Nervous System Diseases, 4(3), 51.

Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95.

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., Toney, L., Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1), 27–45.

Baker, C., & Blankenship, R. J. (2019). Conclusion: Creating Better Teaching and Learning Environments by Focusing on Teaching and Learning. Cases on Digital Learning and Teaching Transformations in Higher Education, 184–193.

Bamber, M. D., & Morpeth, E. (2019). Effects of Mindfulness Meditation on College Student Anxiety: A Meta-Analysis. Mindfulness, 10(2), 203–214.

Bamber, M. D., & Schneider, J. K. (2020). College students’ perceptions of mindfulness-based interventions: A narrative review of the qualitative research. Current Psychology.

Barry, K., Warnecke, E., & Woods, M. (2018). Mindfulness can help PhD students shift from surviving to thriving. The Conversation.

Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1), 2158244017754119.

Bettinger, E. P., & Baker, R. B. (2014). The Effects of Student Coaching: An Evaluation of a Randomized Experiment in Student Advising. Educational Evaluation and Policy Analysis, 36(1), 3–19.

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A Proposed Operational Definition. Clinical Psychology: Science and Practice, 11(3), 230–241.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64(1), 417–444.

Blanke, E. S., Schmidt, M. J., Riediger, M., & Brose, A. (2019). Thinking mindfully: How mindfulness relates to rumination and reflection in daily life. Emotion, No Pagination Specified-No Pagination Specified.

Bong, M., & Skaalvik, E. M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15(1), 1–40.

Brendel, W., & Cornett-Murtada, V. (2019). Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service. Journal of Transformative Education, 17(1), 4–23.

Brewer, J. A., Davis, J. H., & Goldstein, J. (2013). Why Is It So Hard to Pay Attention, or Is It? Mindfulness, the Factors of Awakening and Reward-Based Learning. Mindfulness, 4(1), 75–80.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.

Brown, N. (2019). Partnership in learning: How staff-student collaboration can innovate teaching. European Journal of Teacher Education.

Brown, S. W., & Grant, A. M. (2010). From GROW to GROUP: Theoretical issues and a practical model for group coaching in organisations. Coaching: An International Journal of Theory, Research and Practice, 3(1), 30–45.

Bush, M. (2011). Mindfulness in higher education. Contemporary Buddhism, 12(1), 183–197.

Canby, N. K., Cameron, I. M., Calhoun, A. T., & Buchanan, G. M. (2015). A Brief Mindfulness Intervention for Healthy College Students and Its Effects on Psychological Distress, Self-Control, Meta-Mood, and Subjective Vitality. Mindfulness, 6(5), 1071–1081.

Casolo, F., Coco, D., Frattini, G., Vago, P., & Casolo, A. (2019). Effective teaching competences in Physical Education. Journal of Physical Education and Sport, 2019(19), 1806–1813.

Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560–572.

Cheli, S., De Bartolo, P., & Agostini, A. (2019). Integrating mindfulness into nursing education: A pilot nonrandomized controlled trial. International Journal of Stress Management, No Pagination Specified-No Pagination Specified.

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793–824.

Ching, H.-H., Koo, M., Tsai, T.-H., & Chen, C.-Y. (2015). Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan. Evidence-Based Complementary and Alternative Medicine, 2015, 7.

Choi, J. (2019). Creating self-sufficient learners. Training & Development, 46(1), 20.

Collard, P., & Walsh, J. (2008). Sensory Awareness Mindfulness Training in Coaching: Accepting Life’s Challenges. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26(1), 30–37.

Corti, L.; Gelati, C. Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. Int. J. Environ. Res. Public Health 202017, 1935.

Costabile, A., Cornoldi, C., De Beni, R., Manfredi, P., & Figliuzzi, S. (2013). Metacognitive Components of Students’ Difficulties in the First Year of University. International Journal of Higher Education, 2(4), 165–171.

Crego, A., Yela, J. R., Gómez-Martínez, M. Á., & Karim, A. A. (2019). The Contribution of Meaningfulness and Mindfulness to Psychological Well-Being and Mental Health: A Structural Equation Model. Journal of Happiness Studies.

Creswell, J. D., Lindsay, E. K., Villalba, D. K., & Chin, B. (2019). Mindfulness Training and Physical Health: Mechanisms and Outcomes. Psychosomatic Medicine, 81(3), 224.

de Bruin, E. I., Meppelink, R., & Bögels, S. M. (2015). Mindfulness in Higher Education: Awareness and Attention in University Students Increase During and After Participation in a Mindfulness Curriculum Course. Mindfulness, 6(5), 1137–1142.

Deiorio, N. M., Carney, P. A., Kahl, L. E., Bonura, E. M., & Juve, A. M. (2016). Coaching: A new model for academic and career achievement. Medical Education Online, 21(1), 33480.

Deshpande, P. B., & Kowall, J. P. (2017). Assessment of the Efficacy of Meditation Practices by Scientific Measurements. Journal of Consciousness Exploration & Research, 8(10).

Dilekli, Y., & Tezci, E. (2020). A cross-cultural study: Teachers’ self-efficacy beliefs for teaching thinking skills. Thinking Skills and Creativity, 35, 100624.

Dudley, P., Xu, H., Vermunt, J. D., & Lang, J. (2019). Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution. European Journal of Education, 54(2), 202–217.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.

Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132.

Efklides, A. (2011). Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychologist, 46(1), 6–25.

Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648.

Fabio, R. A., & Towey, G. E. (2018). Long-term meditation: The relationship between cognitive processes, thinking styles and mindfulness. Cognitive Processing, 19(1), 73–85.

Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37(6), 745–756.

Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education Brief, 2(4), 7.

Felver, J. C., Morton, M. L., & Clawson, A. J. (2018). Mindfulness-Based Stress Reduction Reduces Psychological Distress in College Students. College Student Journal, 52(3), 291–298.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.

Frenkel, S. (2014). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach, 14.

Gallagher, C., Collopy, R., Nenonene, R., & Kelly, M. (2020). Social and Emotional Learning: Educating the Whole Person in the University Classroom. Learning and Teaching Forum.

Galles, J., Lenz, J., Peterson, G. W., & Sampson, J. P. (2019). Mindfulness and Decision-Making Style: Predicting Career Thoughts and Vocational Identity. The Career Development Quarterly, 67(1), 77–91.

Gepp, A., & Kumar, K. (2020). How to Improve Teaching Using Blended Learning. Theoretical and Practical Approaches to Innovation in Higher Education, 80–90.

Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., & Kester, L. (2019). Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation, 63, 72–82.

Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., Baer, R. A., Brewer, J. A., & Lazar, S. W. (2016). Contemplating Mindfulness at Work: An Integrative Review. Journal of Management, 42(1), 114–142.

Grant, A. M. (2003). The impact of the life coaching on goal attainment, Metacognition and Mental Health. Social Behavior and Personality: An International Journal, 31(3), 253–263.

Greenwalt, K. A., & Nguyen, C. H. (2019). Mindfulness and Progressive Education. The Handbook of Dewey’s Educational Theory and Practice, 41–54.

Harding, T., Klainin-Yobas, P., & Lopez, V. (2019). Predictors of Psychological Well-Being among Higher Education Students. Psychology, 10(4), 720–726.

Harrison, L. (2019). Leadership in learning. Training & Development, 46(1), 24.

Harrison, N., & Clark, D. P. A. (2019). The awareness aspect of trait mindfulness, but not the acceptance aspect, predicts engagement with natural beauty. Ecopsychology.

Hirshberg, M. J., Flook, L., Enright, R. D., & Davidson, R. J. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101298.

Hj Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness. Behavioral Sciences, 8(1), 12.

Holtschneider, M. E., & Park, C. W. (2018). Exploring Opportunities for Implementing Mindfulness Education in the Healthcare Workplace. Journal for Nurses in Professional Development, 34(6), 338.

Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective. Perspectives on Psychological Science, 6(6), 537–559.

Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? Journal of the Learning Sciences.

Hsieh, F.-P., Lin, H., Liu, S.-C., & Tsai, C.-Y. (2019). Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies. Research in Science Education.

Hussain, D. (2015). Meta-cognition in mindfulness: A conceptual analysis. Psychological Thought, 8(2), 132–141.

Hyland, P. K., Lee, R. A., & Mills, M. J. (2015). Mindfulness at Work: A New Approach to Improving Individual and Organizational Performance. Industrial and Organizational Psychology, 8(4), 576–602.

Irie, T., & Yokomitsu, K. (2019). Relationship Between Dispositional Mindfulness and Living Condition and the Well-Being of First-Year University Students in Japan. Frontiers in Psychology, 10.

Jankowski, T., & Bąk, W. (2019). Mindfulness as a mediator of the relationship between trait anxiety, attentional control and cognitive failures. A multimodel inference approach. Personality and Individual Differences, 142, 62–71.

Jankowski, T., & Holas, P. (2014). Metacognitive model of mindfulness. Consciousness and Cognition, 28, 64–80.

Janssen, E. M., Mainhard, T., Buisman, R. S. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van Peppen, L. M., & van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310–322.

Jo, S.-H. (2019). How to Sit in Sitting Meditation. Mindfulness, 10(11), 2468–2471.

Kabat‐Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144–156.

Kabat-Zinn, J. (2011). Some reflections on the origins of MBSR, skillful means, and the trouble with maps. Contemporary Buddhism, 12(1), 281–306.

Karpicke, J. D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157–163.

Keye, M. D., & Pidgeon, A. M. (2013). Investigation of the Relationship between Resilience, Mindfulness, and Academic Self-Efficacy. Open Journal of Social Sciences, 01(06), 1–4.

Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., & Gaylord, S. A. (2015). From a state to a trait: Trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46.

Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501–511.

Kuechler, W., & Stedham, Y. (2018). Management Education and Transformational Learning: The Integration of Mindfulness in an MBA Course. Journal of Management Education, 42(1), 8–33.

Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 1–27.

Langer, E. J., & Moldoveanu, M. (2000). The Construct of Mindfulness. Journal of Social Issues, 56(1), 1–9.

Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., Shapiro, S., Carmody, J., Abbey, S., & Devins, G. (2006). The toronto mindfulness scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445–1467.

Lech, A. M., Nieuwerburgh, C. van, & Jalloul, S. (2018). Understanding the experience of PhD students who received coaching: An interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice, 11(1), 60–73.

Li, K. C., & Wong, B. T.-M. (2019). Enhancing learners’ metacognition for smart learning: Effects of deep and surface learning, disorganisation, achievement goals and self-efficacy. International Journal of Smart Technology and Learning.

Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3.

Lutz, A., Jha, A. P., Dunne, J. D., & Saron, C. D. (2015). Investigating the Phenomenological Matrix of Mindfulness-related Practices from a Neurocognitive Perspective. The American Psychologist, 70(7), 632–658.

Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12(4), 163–169.

Mason, J., Popenici, S., Blackall, L., & Shaw, P. (2019). The New Smarts in Teaching and Learning. Emerging Trends in Learning Analytics, 85–99.

McConville, J., McAleer, R., & Hahne, A. (2017). Mindfulness Training for Health Profession Students—The Effect of Mindfulness Training on Psychological Well-Being, Learning and Clinical Performance of Health Professional Students: A Systematic Review of Randomized and Non-randomized Controlled Trials. EXPLORE, 13(1), 26–45.


Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131.

Miley, J. (2017). The Effects of Meditation on Perceived Self Efficacy in Student Registered Nurse Anesthetists. Doctoral Projects.

Min, H. J., & Lynn, J. (2019). De-capitalizing Mindfulness in Education. Critical Sociology, 0896920519878486.

Moffitt-Carney, K. M., & Duncan, A. B. (2019). Evaluation of a mindfulness-based mobile application with college students: A pilot study. Journal of American College Health, 0(0), 1–7.

Morgan, D. N., Bates, C. C., Aker, L. D., Dawson, J., Doswell, B. D., Lancaster, P., Puig, E. A., & Williams, J. L. (2019). Coaching and Professional Learning: Looking for Inspiration. The Reading Teacher, 73(3), 385–389.

Nahai, F. (2019). “When One Teaches, Two Learn”. Aesthetic Surgery Journal, 39(12), 1467–1469.

Napoli, M. (2004). Mindfulness Training for Teachers: A Pilot Program. Complementary Health Practice Review, 9(1), 31–42.

Ngo, L. V., Nguyen, N. P., Lee, J., & Andonopoulos, V. (2020). Mindfulness and job performance: Does creativity matter? Australasian Marketing Journal (AMJ).

Noland, C. M., Talgar, C., Speed-Wiley, J., & Depue, J. (2017). Practicing contemplative gratitude in university classrooms: Student learning and happiness outcomes. The Journal of Contemplative Inquiry, 4(1).

O’Connor, S., Fernandes, E., & Kigyos, S. (2018). The Effects of Meditation on College Students’ Mental Health. Student Scholar Symposium Abstracts and Posters.

Palmer, S. J. (2018). The neuroscience of meditation. British Journal of Neuroscience Nursing.

Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8.

Passmore, J. (2018). Mindfulness in coaching: Being the observer. The Coaching Psychologist, 14(2), 105–107.

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