China
Africa
Explore chapters and articles related to this topic
Mindfulness: A Concept and its Role in the Workplace
Published in Arvind K. Birdie, Employees and Employers in Service Organizations, 2017
Arvind K. Birdie, Kuldeep Kumar
Mindfulness is a quality of consciousness, more specifically defined as “paying attention in a particular way: on purpose, in the present moment, nonjudgmentally” (Kabat-Zinn, 1994). Mindfulness is a state of conscious awareness in which the individual is implicitly aware of the context and content of information. It is a state of openness to novelty in which the individual actively constructs categories and distinctions. In contrast, mindlessness is a state of mind characterized by an overreliance on categories and distinctions drawn in the past and in which the individual is context-dependent and, as such, is oblivious to novel (or simply alternative) aspects of the situation. (Langer, 1992: 289)
Matching Leadership to the Situation
Published in Tristan William Casey, Mark Anthony Griffin, LEAD Safety, 2020
Tristan William Casey, Mark Anthony Griffin
Mindfulness can even help to improve workplace safety. Mindful people are generally able to draw on greater levels of focussed and directed attention; they tend to notice more risks, make less biased or automatic judgements, and can consciously control their safety-related behaviours. Mindful people may also make fewer errors. Mindfulness has also been linked to improved situational awareness (put simply, ‘knowing what is going on’ and being able to anticipate what will happen in the future). Finally, mindful people are less likely to oversimplify problems and work activities, and think through the situation in more detail, rather than relying on automatic and fast decision-making (e.g., overlearned behaviours).
Cognitive Bias Mitigation: Becoming Better Diagnosticians
Published in Pat Croskerry, Karen S. Cosby, Mark L. Graber, Hardeep Singh, Diagnosis, 2017
The process of metacognition or thinking about thinking and reflection are represented in the dual process model as the System 2 check on System 1 (executive control). Mamede et al. have shown the benefits of reflective strategies on decision making [53,54]. A physician’s diagnostic accuracy suffers when diagnoses are made early in the assessment process and improves when an effort is made to slow down [55]. Mindfulness is defined as non-judgmental awareness of the present moment. It has considerable overlap with metacognition and involves reflection. A variety of mindfulness qualities have been described that may be used to reduce specific biases [56–58].
Engaging Elementary School Children in Mindful Learning Through Story-Based Creativity Games Facilitates Their Growth Mindset
Published in International Journal of Human–Computer Interaction, 2023
Yu-chu Yeh, Jui-Yen Chang, Yu-Shan Ting
Mindfulness refers to a non-reactive awareness that involves paying attention purposely to the present moment and allowing experiences to unfold moment by moment (Barbezat & Bush, 2013; Kabat‐Zinn, 2003; Maurits Kwee, 2015; Siqueira & Pitassi, 2016). Following the concept of mindfulness, Langer (2000) proposed that mindful learning involves a flexible state of mind in which people are context-sensitive and aware of things using original thoughts. In the same vein, Yeh, Chang, et al. (2019) suggested that mindful learning contributes to engagement in the present, sensitivity to the context, openness to new information, awareness of multiple perspectives, and emotional regulation. Empirical findings also indicate that mindful learning can improve individuals’ motivation development, learning performance, ability to handle emotional and physical stress, as well as confidence in managing exams or related demands (Hassed & Chambers, 2014).
Self-efficacy, mindfulness, and self-compassion as predictors of math anxiety in undergraduate students
Published in International Journal of Mathematical Education in Science and Technology, 2022
Monica Leppma, Marjorie Darrah
The ability to self-regulate emotions, improve executive functioning, and direct focused attention are important for academic success (MLERN, 2012; Shapiro et al., 2011). As previously mentioned, when students are focused on worry and anxiety it usurps the cognitive resources needed to focus on performing mathematics (Beilock & Maloney, 2015; Brunyé et al., 2013; Shayer, 2020). Mindfulness-related practices have been shown to reduce ruminative behaviours that interfere with self-regulatory and cognitive processes necessary for executive functioning (MLERN, 2012). Thus, increased levels of mindfulness may help to manage the debilitating effects of math anxiety by freeing up cognitive resources needed to focus attention effectively and to perform mathematical task (Shayer, 2020). Mindfulness can be defined as the intentional awareness of the present moment experience without judgement (Kabat-Zinn, 2003). Mindfulness helps to develop traditionally valued skills in academic achievement, such as concentration, memory, and focus, and it also cultivates skills associated with occupational success and wellbeing, such as emotion regulation and interpersonal skills (Shapiro et al., 2015). Moreover, mindfulness attenuates the experience of stress and fear (Tubbs et al., 2019).
Examining virtual meditation as a stress management strategy on college campuses through longitudinal, quasi-experimental research
Published in Behaviour & Information Technology, 2022
More simply, mindful meditation blends the element of concentration (i.e. focused attention on a single object) with the exploration of that which interferes with concentration, such as sensations, thoughts, and feelings (Lazar et al. 2005). Through this process, mindfulness practices strengthen cognitive and behavioural coping skills; which in turn, improve reactions and responses to life events (Astin 1997). Indeed, research in traditional practice and clinical application demonstrates mindfulness meditation effectively treats anxiety, stress, and depression; as well as responses to certain types of pain (Delgado et al. 2010; Goyal et al. 2014; Zeidan et al., 2012). Promising outcome measures, combined with WHO recommendations for early intervention, suggest value in promoting mindfulness-based healthcare approaches on college campuses.