Top

Mindfulness

Gepubliceerd in:

12-10-2022 | ORIGINAL PAPER

Examining the Factorial Structure, Reliability, and Predictive Validity of the Portuguese Version of the Child and Adolescent Mindfulness Measure (CAMM)

Auteurs: Teresa Limpo, Isabel Rasteiro, Sandra Aguiar, Sofia Magalhães

Gepubliceerd in: Mindfulness | Uitgave 11/2022

Abstract

Objectives

The present study examined the factorial structure and reliability of the Portuguese version of the Child and Adolescence Mindful Measure (CAMM) in a sample of pre-teens. We also studied its predictive validity by testing a mediation model assessing the indirect association between CAMM and school achievement via executive functions.

Methods

Our main and cross-validation samples were composed by 205 and 176 fourth graders, respectively. Participants completed the Portuguese CAMM and performed behavioral tasks, which provided indicators for the following executive functions: working memory, inhibitory control, and cognitive flexibility. Students’ school achievement was measured through their grades in the subjects of Portuguese and Mathematics. Using the R system for statistical computing, we conducted confirmatory factor analyses and structural equation modeling analyses.

Results

Results showed good reliability and a very good fit of a unidimensional model, despite the removal of two items. Structural equation modeling analyses revealed a positive association between CAMM and school achievement, fully mediated by executive functions. This is in line with previous findings suggesting that students who are more open to and aware of the ongoing experience may display better executive functioning and, in turn, achieve better results in school.

Conclusions

Overall, our results provided further evidence supporting the validity of the 8-item CAMM to assess mindfulness in Portuguese pre-teens.

vorige artikel The Effect of Mindfulness Programs on Collegiate Test Anxiety

volgende artikel A Randomized Controlled Study of a French Compassionate Mind Training

Amukune, S., & Józsa, K. (2021). The Childhood Executive Functioning Inventory (CHEXI): psychometric properties and association with academic achievement in Kenyan first graders. Journal of Psychological and Educational Research, 29(1).

Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6CrossRef

Bartoccini, A., Sergi, M. R., Macchia, A., Romanelli, R., Tommasi, M., Rotondo, S., & Saggino, A. (2017). Studio delle proprietà psicometriche della versione italiana della Child and Adolescent Mindfulness Measure (CAMM) [Study of the psychometric properties of the Italian version of the Child and Adolescent Mindfulness Measure (CAMM)]. Psicoterapia Cognitiva e Comportamentale, 23(1), 11–26.

Bigelow, H., Gottlieb, M. D., Ogrodnik, M., Graham, J. D., & Fenesi, B. (2021). The differential impact of acute exercise and mindfulness meditation on executive functioning and psycho-emotional well-being in children and youth with ADHD. Frontiers in Psychology, 12, 660845. https://doi.org/10.3389/fpsyg.2021.660845CrossRefPubMedPubMedCentral

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.bph077CrossRef

Bourke, L., Marriott-Fellows, M., Jones, A., Humphreys, L., Davies, S. J., Zuffiano, A., & López-Pérez, B. (2019). Writing with imagination: The influence of hot and cold executive functions in children with autism characteristics and typically developing peers. Reading and Writing, 33(4), 935–961. https://doi.org/10.1007/s11145-019-09989-wCrossRef

Bouzaboul, M., Amri, A., Abidli, Z., Saidi, H., Faiz, N., Ziri, R., & Ahami, A. (2020). Relationship between executive functions and academic performance among Moroccan middle school students. Dementia & Neuropsychologia, 14(2), 194–199. https://doi.org/10.1590/1980-57642020dn14-020014CrossRef

Briere, J. (2011). Mindfulness inventory for children and adolescents [Unpublished manuscript]. University of Southern California.

Brooks, B. L., Sherman, E. M. S., & Strauss, E. (2009). NEPSY-II: a developmental neuropsychological assessment, second edition. Child Neuropsychology, 16(1), 80–101. https://doi.org/10.1080/09297040903146966

Brown, T. A. (2006). Confirmatory factor analysis for applied research. The Guilford Press.

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/10.1037/0022-3514.84.4.822CrossRefPubMed

Brown, K. W., & Ryan, R. M. (2004). Perils and promise in defining and measuring mindfulness: Observations from experience. Clinical Psychology: Science and Practice, 11(3), 242–248. https://doi.org/10.1093/clipsy.bph078CrossRef

Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Assessing adolescent mindfulness: Validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. https://doi.org/10.1037/a0021338CrossRefPubMed

Bruin, E. I., Zijlstra, B. J. H., & Bögels, S. M. (2014). The meaning of mindfulness in children and adolescents: Further validation of the Child and Adolescent Mindfulness Measure (CAMM) in two independent samples from The Netherlands. Mindfulness, 5(4), 422–430. https://doi.org/10.1007/s12671-013-0196-8CrossRef

Bühner, M., König, C. J., Pick, M., & Krumm, S. (2006). Working memory dimensions as differential predictors of the speed and error aspect of multitasking performance. Human Performance, 19(3), 253–275. https://doi.org/10.1207/s15327043hup1903_4CrossRef

Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2019). Greater mindfulness is associated with better academic achievement in middle school. Mind, Brain, and Education, 13(3), 157–166. https://doi.org/10.1111/mbe.12200CrossRef

Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2019). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing, 33(4), 813–833. https://doi.org/10.1007/s11145-019-09963-6CrossRef

Cordeiro, C., Magalhães, S., Nunes, A., Olive, T., Castro, S. L., & Limpo, T. (2021a). Mindful acceptance predicts writing achievement in 6th-graders. Journal of Research in Childhood Education, 1–17,. https://doi.org/10.1080/02568543.2021.1960937

Cordeiro, C., Magalhães, S., Rocha, R., Mesquita, A., Olive, T., Castro, S. L., & Limpo, T. (2021b). Promoting third graders' executive functions and literacy: a pilot study examining the benefits of mindfulness vs. relaxation training. Frontiers in Psychology, 12, 643794. https://doi.org/10.3389/fpsyg.2021b.643794

Cortazar, N., Calvete, E., Fernández-González, L., & Orue, I. (2020). Development of a short form of the Five Facet Mindfulness Questionnaire – Adolescents for children and adolescents. Journal of Personality Assessment, 102(5), 641–652. https://doi.org/10.1080/00223891.2019.1616206CrossRefPubMed

Cunha, M., Galhardo, A., & Pinto-Gouveia, J. (2013). Child and Adolescent Mindfulness Measure (CAMM): estudo das características psicométricas da versão portuguesa [Child and Adolescent Mindfulness Measure (CAMM): study of the psychometric characteristics of the Portuguese version]. Psicologia: Reflexão e Crítica, 26(3), 459–468.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750CrossRefPubMed

Douglas, H. E., Rubin, M., Scevak, J., Southgate, E., Macqueen, S., & Richardson, J. T. E. (2020). Older women, deeper learning: Age and gender interact to predict learning approach and academic achievement at university. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00158

Droutman, V. (2015). Mindfulness scale for pre-teens, teens and adults: Clinical applications of mindfulness. Research symposium conducted at the Bridging the Hearts and Minds of Youth: Mindfulness and Compassion in Clinical Practice, Education, and Research Conference, San Diego, CA.

Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980CrossRefPubMed

Eklund, K., O’Malley, M., & Meyer, L. (2017). Gauging mindfulness in children and youth: School-based applications. Psychology in the Schools, 54(1), 101–114. https://doi.org/10.1002/pits.21983CrossRef

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4CrossRef

Francisco Manuel dos Santos Foundation. (2022). PORDATA, Base de dados Portugal contemporâneo [PORDATA, Contemporary Portugal Data-base]. Retrieved from http://www.pordata.pt/

Geronimi, E. M. C., Arellano, B., & Woodruff-Borden, J. (2020). Relating mindfulness and executive function in children. Clinical Child Psychology and Psychiatry, 25(2), 435–445. https://doi.org/10.1177/1359104519833737CrossRefPubMed

Gomis, C. (2018). Mindfulness in children: exploring measures beyond self-report [Undergraduate Honors Thesis, University of Colorado Boulder]. http://scholar.colorado.edu/downloads/70795815b

Goodman, M. S., Madni, L. A., & Semple, R. J. (2017). Measuring mindfulness in youth: Review of current assessments, challenges, and future directions. Mindfulness, 8(6), 1409–1420. https://doi.org/10.1007/s12671-017-0719-9CrossRef

Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: development and validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 23(3), 606. https://doi.org/10.1037/a0022819CrossRefPubMed

Grissom, N. M., & Reyes, T. M. (2019). Let’s call the whole thing off: Evaluating gender and sex differences in executive function. Neuropsychopharmacology, 44(1), 86–96. https://doi.org/10.1038/s41386-018-0179-5CrossRefPubMed

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

Jaeggi, S. M., Buschkuehl, M., Perrig, W. J., & Meier, B. (2010). The concurrent validity of the N-back task as a working memory measure. Memory, 18(4), 394–412. https://doi.org/10.1080/09658211003702171CrossRefPubMed

Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). Development and validation of a multifactor mindfulness scale in youth: The Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A). Psychological Assessment, 29(3), 264–281. https://doi.org/10.1037/pas0000342CrossRefPubMed

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. https://doi.org/10.1093/CLIPSY.BPG016CrossRef

Kane, M. J., Conway, A. R. A., Miura, T. K., & Colflesh, G. J. H. (2007). Working memory, attention control, and the N-back task: A question of construct validity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(3), 615–622. https://doi.org/10.1037/0278-7393.33.3.615CrossRefPubMed

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.

Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY II: clinical and interpretive manual. Harcourt Assessment, PsychCorp.

Kuby, A. K., McLean, N., & Allen, K. (2015). Validation of the Child and Adolescent Mindfulness Measure (CAMM) with non-clinical adolescents. Mindfulness, 6(6), 1448–1455. https://doi.org/10.1007/s12671-015-0418-3CrossRef

Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2014). A validation study of the Mindful Attention Awareness Scale adapted for children. Mindfulness, 5(6), 730–741. https://doi.org/10.1007/s12671-013-0228-4CrossRef

Lezak, M. D. (1982). The problem of assessing executive functions. International Journal of Psychology, 17(1–4), 281–297. https://doi.org/10.1080/00207598208247445CrossRef

Li, C.-H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. https://doi.org/10.3758/s13428-015-0619-7CrossRefPubMed

Lu, S., Huang, C.-C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53–59. https://doi.org/10.1016/j.childyouth.2017.09.008CrossRef

Magalhães, S., & Limpo, T. (2022). Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children. Mindfulness, 1–14,. https://doi.org/10.1007/s12671-022-01908-5

Magalhães, S., Carneiro, L., Limpo, T., & Filipe, M. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology, 26(7), 934–952. https://doi.org/10.1080/09297049.2020.1740188CrossRefPubMed

Magalhães, S., Rasteiro, I., Soeiro, I., Cordeiro, C., Carvalheiras, C., Mourisco, C., Ribeiro, C., Leal, T., & Limpo, T. (2022). Relações entre regulação emocional, sofrimento psicológico e qualidade de vida na adolescência [Links between emotional regulation, psychological distress, and quality of life in adolescence]. Oral presentation at the National Conference of Health Psychology, University of Madeira, Portugal.

Mak, C., Whittingham, K., Cunnington, R., & Boyd, R. N. (2017). Efficacy of mindfulness-based interventions for attention and executive function in children and adolescents – a systematic review. Mindfulness, 9(1), 59–78. https://doi.org/10.1007/s12671-017-0770-6CrossRef

Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students. Campbell Systematic Reviews, 13(1), 1–144. https://doi.org/10.4073/CSR.2017.5CrossRef

McBride, E. E., & Greeson, J. M. (2021). Mindfulness, cognitive functioning, and academic achievement in college students: The mediating role of stress. Current Psychology, 1–11. https://doi.org/10.1007/s12144-021-02340-z

Meuwissen, A., & Zelazo, P. (2014). Hot and cool executive function: Foundations for learning and healthy development. Zero Three, 35, 18–23.

Miralles-Armenteros, S., Chiva-Gómez, R., Rodríguez-Sánchez, A., & Barghouti, Z. (2019). Mindfulness and academic performance: The role of compassion and engagement. Innovations in Education and Teaching International, 58(1), 3–13. https://doi.org/10.1080/14703297.2019.1676284CrossRef

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734CrossRefPubMed

Mohsenabadi, H., Shabani, M. J., Assarian, F., & Zanjani, Z. (2020). Psychometric properties of the Child and Adolescent Mindfulness Measure: a psychological measure of mindfulness in youth. Iranian Journal of Psychiatry and Behavioral Sciences, 14(1). https://doi.org/10.5812/ijpbs.79986

Mulder, H., & Cragg, L. (2014). Executive functions and academic achievement: current research and future directions. Infant and Child Development, 23(1), 1–3. https://doi.org/10.1002/icd.1836CrossRef

Oberski, D. (2014). lavaan.survey: An R package for complex survey analysis of structural equation models. Journal of Statistical Software, 57(1), 1–27. https://doi.org/10.18637/jss.v057.i01

Paulhus, D. L., & Vazire, S. (2007). The self-report method. In R. W. Robins, R. C. Fraley, & R. F. Krueger (Eds.), Handbook of research methods in personality psychology (pp. 224–239). Guilford.

Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35, 73–89. https://doi.org/10.1146/annurev-neuro-062111-150525CrossRefPubMedPubMedCentral

Peterson, E., & Welsh, M. C. (2014). The development of hot and cool executive functions in childhood and adolescence: are we getting warmer? In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 45–65). Springer. https://doi.org/10.1007/978-1-4614-8106-5_4

Pires, J. G., Nunes, M. F. O., Demarzo, M. M. P., & Nunes, C. H. S. S. (2015). Instrumentos para avaliar o construto mindfulness: uma revisão [Instruments for assessing the mindfulness construct: a review]. Revista Avaliação Psicológica, 14(3), 329–338. https://doi.org/10.15689/ap.2015.1403.04

Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8, 2311. https://doi.org/10.3389/fpsyg.2017.02311CrossRefPubMedPubMedCentral

Quach, D., Jastrowski Mano, K. E., & Alexander, K. (2016). A randomized controlled trial examining the effect of mindfulness meditation on working memory capacity in adolescents. Journal of Adolescent Health, 58(5), 489–496. https://doi.org/10.1016/j.jadohealth.2015.09.024CrossRef

R Development Core Team. (2005). R: A language and environment for statistical computing. R Foundation for Statistical Computing.

Revelle, W., & Zinbarg, R. E. (2008). Coefficients alpha, beta, omega, and the glb: comments on Sijtsma. Psychometrika, 74(1), 145–154. https://doi.org/10.1007/978-1-4939-3506-2CrossRef

Roeser, R. W., Galla, B. M., & Baelen, R. N. (2020). Mindfulness in schools: evidence on the impacts of school-based mindfulness programs on student outcomes in P-12 educational settings. Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University. https://www.prevention.psu.edu/uploads/fles/PSU-Mindfulness-Brief-0223.pdf

Roux, B., Franckx, A. C., Lahaye, M., Deplus, S., & Philippot, P. (2019). A French validation of the Child and Adolescent Mindfulness Measure (CAMM). European Review of Applied Psychology, 69(3), 83–89. https://doi.org/10.1016/j.erap.2019.06.001CrossRef

Royuela-Colomer, E., & Calvete, E. (2016). Mindfulness facets and depression in adolescents: Rumination as a mediator. Mindfulness, 7(5), 1092–1102. https://doi.org/10.1007/s12671-016-0547-3CrossRef

Samuels, W. E., Tournaki, N., Blackman, S., & Zilinski, C. (2016). Executive functioning predicts academic achievement in middle school: A four-year longitudinal study. The Journal of Educational Research, 109(5), 478–490. https://doi.org/10.1080/00220671.2014.979913CrossRef

Semple, R. J., & Burke, C. A. (2012). Mindfulness-based treatment for children and adolescents. In P. C. Kendall (Ed.), Child and adolescent therapy: cognitive-behavioral procedures (4th ed., pp. 411–426). Guilford Press.

Schonert-Reichl, K. A., & Roeser, R. W. (2016). Handbook of mindfulness in education: integrating theory and research into practice. Springer. https://doi.org/10.1007/978-1-4939-3506-2

Simões, M., Rocha, A., & Ferreira, C. (2003). Manual da Escala de Inteligência da Wechsler para Crianças-terceira edição (WISC-III). CEGOC-TEA.

Spaniol, M. M., Shalev, L., Kossyvaki, L., & Mevorach, C. (2018). Attention training in autism as a potential approach to improving academic performance: A school-based pilot study. Journal of Autism and Developmental Disorders, 48(2), 592–610. https://doi.org/10.1007/s10803-017-3371-2CrossRefPubMed

Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., & Lonigan, C. J. (2021). Relations between executive functions and academic outcomes in elementary school children: A meta-analysis. Psychological Bulletin, 147(4), 329–351. https://doi.org/10.1037/bul0000322CrossRefPubMedPubMedCentral

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education.

Thirumaran, M., Vijayaraman, M., Irfan, M., Moinuddin, S. K., & Shafaque, N. (2020). Influence of age and gender on mindfulness-cognitive science. Indian Journal of Public Health Research & Development, 11(3)

Tolle, E. (1999). The power of now. New World Library.

Tomlinson, E. R., Yousaf, O., Vitterso, A. D., & Jones, L. (2018). Dispositional mindfulness and psychological health: A systematic review. Mindfulness, 9(1), 23–43. https://doi.org/10.1007/s12671-017-0762-6CrossRefPubMed

Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88. https://doi.org/10.1037/1528-3542.7.1.77CrossRefPubMed

Viñas, F., Malo, S., González, M., Navarro, D., & Casas, F. (2015). Assessing mindfulness on a sample of Catalan-speaking Spanish adolescents: Validation of the Catalan version of the Child and Adolescent Mindfulness Measure. The Spanish Journal of Psychology, 18, E46. https://doi.org/10.1017/sjp.2015.48CrossRefPubMed

Waters, G. S., & Caplan, D. (2003). The reliability and stability of verbal working memory measures. Behavior Research Methods, Instruments, & Computers, 35(4), 550–564. https://doi.org/10.3758/BF03195534CrossRef

West, A., Penix-Sbraga, T., & Poole, D. (2007). Measuring mindfulness in youth: development of the Mindful Thinking and Action Scale for Adolescents [Unpublished manuscript]. Central Michigan University.

Willoughby, M. T., Wylie, A. C., & Little, M. H. (2019). Testing longitudinal associations between executive function and academic achievement. Developmental Psychology, 55(4), 767–779. https://doi.org/10.1037/dev0000664CrossRefPubMed

Wisner, B. L. (2014). An exploratory study of mindfulness meditation for alternative school students: Perceived benefits for improving school climate and student functioning. Mindfulness, 5(6), 626–638. https://doi.org/10.1007/s12671-013-0215-9CrossRef

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools – a systematic review and meta-analysis. Frontiers in Psychology, 5, 603. https://doi.org/10.3389/fpsyg.2014.00603CrossRefPubMedPubMedCentral

Titel: Examining the Factorial Structure, Reliability, and Predictive Validity of the Portuguese Version of the Child and Adolescent Mindfulness Measure (CAMM)
Auteurs: Teresa Limpo
Isabel Rasteiro
Sandra Aguiar
Sofia Magalhães
Publicatiedatum: 12-10-2022
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 11/2022
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-022-02003-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 11/2022

Mindfulness and Nonattachment-To-Self in Athletes: Can Letting Go Build Well-being and Self-actualization?

Energy Practices and Mindfulness Meditation

The Effect of Mindfulness Programs on Collegiate Test Anxiety

Effectiveness of Mindfulness-Based Cognitive Therapy for Reducing Depressive Symptomatology in a Community Sample of Individuals with Adjustment Disorders: Exploring the Role of Pain in Treatment Response

A Randomized Controlled Study of a French Compassionate Mind Training

The Relationship Between Negative Affect, State Mindfulness, and the Role of Personality