Libri e Articoli
Amadei, G., & Traverso, C. (2013). Mindfulness. Essere consapevoli. Il Mulino.
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.
Begley, S. (2017). Non riesco a farne a meno. La scienza dietro le nostre ossessioni. Feltrinelli.
Beni, R. D., Zamperlin, C., Meneghetti, C., Cornoldi, C., Fabris, M., Tona, G. D. M., & Moè, A. (2014). Test AMOS – Abilità e motivazione allo studio: Prove di valutazione e orientamento per la scuola secondaria di secondo grado e l’università (2o ed.). Edizioni Centro Studi Erickson.
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.
De Beni, R., Zamperlin, C., Meneghetti, C., Cornoldi, C., Fabris, M., Tona, G. D. M., & Moè, A. (2014). Test AMOS – Abilità e motivazione allo studio: Prove di valutazione e orientamento per la scuola secondaria di secondo grado e l’università: Nuova edizione. Edizioni Centro Studi Erickson.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press/Taylor and Francis.
Fabbro, F. (2019). La meditazione mindfulness. Neuroscienze, filosofia e spiritualità. Il Mulino.
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. (2016). Mindfulness: Una guida pratica al risveglio. Astrolabio Ubaldini.
Gorell, R. (2013). Group Coaching: A Practical Guide to Optimizing Collective Talent in Any Organization. Kogan Page Publishers.
Hanh, T. N. (1992a). Il miracolo della presenza mentale. Un manuale di meditazione. Astrolabio Ubaldini.
Hanh, T. N. (1992b). Trasformarsi e guarire. Il Sutra dei quattro fondamenti della consapevolezza. Astrolabio Ubaldini.
Hanh, T. N. (1994). Respira! Sei vivo. Appuntamento con la vita. Momento presente, momento meraviglioso. L’ordine dell’interessere. Astrolabio Ubaldini.
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.
Kabat-Zinn, J. (1997). Dovunque tu vada. Ci sei già. TEA.
Kahn, P., & Anderson, L. (2019). Developing Your Teaching: Towards Excellence. Routledge ltd.
Kahneman, D. (2012). Pensieri lenti e veloci. Edizioni Mondadori.
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. (2010). Il cuore saggio: Una guida agli insegnamenti universali della psicologia buddista. Corbaccio.
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.
Pensa, C. (2002). L’intelligenza spirituale. Astrolabio Ubaldini.
Pensa, C. (2010). Il silenzio tra due onde: Il Buddha, la meditazione, la fiducia. Oscar Mondadori.
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., Williams, J. M. G., Teasdale, J. D., & Giommi, F. (2014). Mindfulness. Al di la del pensiero, attraverso il pensiero. Bollati Boringhieri.
Siegel, D. J. (2009). Mindfulness e cervello. Raffaello Cortina.
Strawser, M. G. (2018). Transformative Student Experiences in Higher Education: Meeting the Needs of the Twenty-First Century Student and Modern Workplace. Rowman & Littlefield.
Strawser, M. G. (2018). Transformative Student Experiences in Higher Education: Meeting the Needs of the Twenty-First Century Student and Modern Workplace. Rowman & Littlefield.
Sucitto, A. (2000). Insegnamenti sulla pratica di Anapanasati (1). Ameco – Santacittarama.
Sucitto, A. (2002). Insegnamenti sulla pratica di Anapanasati (2). Ameco – Santacittarama.
SueSee, B., Hewitt, M., Pill, S., Hewitt, M., & Pill, S. (2020). The Spectrum of Teaching Styles in Physical Education. Routledge ltd.
Sumedho, A. (1994). Così come è. Astrolabio Ubaldini.
Sumedho, A. (2005). Consapevolezza intuitiva. Astrolabio Ubaldini.
Sumedho, A. (2008). Il suono del silenzio. Astrolabio Ubaldini.
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.
SEZIONI di un LIBRO
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 (1o ed., pagg. 112–134). Wiley-Blackwell. https://doi.org/10.1002/9781118326459.ch7
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. https://doi.org/10.1002/9781119128304.ch13
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. https://doi.org/10.1057/978-1-137-51134-8_4
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. https://doi.org/10.1007/978-3-030-16454-6_6
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. https://doi.org/10.1007/978-3-319-46322-3_4
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. https://doi.org/10.1108/S0749-742320190000020012
ATTI di CONVEGNO
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 (A c. Di), Advances in Human Factors in Training, Education, and Learning Sciences (pagg. 223–228). Springer International Publishing. https://doi.org/10.1007/978-3-030-20135-7_22
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. https://doi.org/10.1109/FIE.2018.8658805
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].
De Simone, M. (2015). La mindfulness come pratica formativa nel contesto universitario [Doctoral Dissertation]. Università di Napoli Federico II.
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.
Veneziani, C. A. (2016). Consapevolezza, accettazione e comprensione di sé: Associazioni con il benessere individuale e l’apertura prosociale [Doctoral Dissertation]. Università degli Studi di Padova.
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. https://doi.org/10.4103/2542-3932.263668
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. https://doi.org/10.1007/s11409-009-9035-7
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. https://doi.org/10.4018/978-1-5225-9331-7.ch010
Bamber, M. D., & Morpeth, E. (2019). Effects of Mindfulness Meditation on College Student Anxiety: A Meta-Analysis. Mindfulness, 10(2), 203–214. https://doi.org/10.1007/s12671-018-0965-5
Bamber, M. D., & Schneider, J. K. (2020). College students’ perceptions of mindfulness-based interventions: A narrative review of the qualitative research. Current Psychology. https://doi.org/10.1007/s12144-019-00592-4
Barry, K., Warnecke, E., & Woods, M. (2018). Mindfulness can help PhD students shift from surviving to thriving. The Conversation. https://theconversation.com/mindfulness-can-help-phd-students-shift-from-surviving-to-thriving-106608
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. https://doi.org/10.1177/2158244017754119
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. https://doi.org/10.3102/0162373713500523
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. https://doi.org/10.1093/clipsy.bph077
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64(1), 417–444. https://doi.org/10.1146/annurev-psych-113011-143823
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. https://doi.org/10.1037/emo0000659
Bong, M., & Skaalvik, E. M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382
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. https://doi.org/10.1177/1541344618762535
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. https://doi.org/10.1007/s12671-012-0164-8
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. https://doi.org/10.1037/0022-3518.104.22.1682
Brown, N. (2019). Partnership in learning: How staff-student collaboration can innovate teaching. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2019.1652905
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. https://doi.org/10.1080/17521880903559697
Bush, M. (2011). Mindfulness in higher education. Contemporary Buddhism, 12(1), 183–197. https://doi.org/10.1080/14639947.2011.564838
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. https://doi.org/10.1007/s12671-014-0356-5
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. https://doi.org/10.7752/jpes.2019.s5265
Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560–572. https://doi.org/10.1016/j.cpr.2009.06.005
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. https://doi.org/10.1037/str0000126
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. https://doi.org/10.1007/s11423-018-9633-7
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. https://doi.org/10.1155/2015/254358
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. https://doi.org/10.1007/s10942-007-0071-4
Corti, L.; Gelati, C. Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. Int. J. Environ. Res. Public Health 2020, 17, 1935. https://doi.org/10.3390/ijerph17061935
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. https://doi.org/10.1007/s10902-019-00201-y
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. https://doi.org/10.1097/PSY.0000000000000675
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. https://doi.org/10.1007/s12671-014-0364-5
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. https://doi.org/10.3402/meo.v21.33480
Deshpande, P. B., & Kowall, J. P. (2017). Assessment of the Efficacy of Meditation Practices by Scientific Measurements. Journal of Consciousness Exploration & Research, 8(10). https://jcer.com/index.php/jcj/article/view/707
Dilekli, Y., & Tezci, E. (2020). A cross-cultural study: Teachers’ self-efficacy beliefs for teaching thinking skills. Thinking Skills and Creativity, 35, 100624. https://doi.org/10.1016/j.tsc.2019.100624
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. https://doi.org/10.17863/CAM.38757
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. https://doi.org/10.1177/1529100612453266
Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Efklides, A. (2011). Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. https://doi.org/10.1037/a0023952
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. https://doi.org/10.1007/s10339-017-0844-3
Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37(6), 745–756. https://doi.org/10.1080/01443410.2016.1149549
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. https://doi.org/10.1037/0003-066X.34.10.906
Frenkel, S. (2014). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach, 14. https://doi.org/10.7220/2345-024X.14.5
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. https://ecommons.udayton.edu/learnteach_forum/2020/events/11
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. https://doi.org/10.1002/cdq.12164
Gepp, A., & Kumar, K. (2020). How to Improve Teaching Using Blended Learning. Theoretical and Practical Approaches to Innovation in Higher Education, 80–90. https://doi.org/10.4018/978-1-7998-1662-1.ch005
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. https://doi.org/10.1016/j.stueduc.2019.07.005
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. https://doi.org/10.1177/0149206315617003
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. https://doi.org/info:doi/10.2224/sbp.2003.31.3.253
Greenwalt, K. A., & Nguyen, C. H. (2019). Mindfulness and Progressive Education. The Handbook of Dewey’s Educational Theory and Practice, 41–54. https://doi.org/10.1163/9789004405325_003
Harding, T., Klainin-Yobas, P., & Lopez, V. (2019). Predictors of Psychological Well-Being among Higher Education Students. Psychology, 10(4), 720–726. https://doi.org/10.4236/psych.2019.104037
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. https://hira.hope.ac.uk/id/eprint/2977/
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. https://doi.org/10.1016/j.learninstruc.2019.101298
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. https://doi.org/10.3390/bs8010012
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. https://doi.org/10.1097/NND.0000000000000493
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