The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature

Tim Lomas; Juan Carlos Medina; Itai Ivtzan; Silke Rupprecht; Francisco José Eiroa-Orosa

doi:10.1016/j.tate.2016.10.008

The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

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The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. / Lomas, Tim; Medina, Juan Carlos; Ivtzan, Itai et al.
in: Teaching and Teacher Education, Jahrgang 61, 01.01.2017, S. 132-141.

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

Bibtex

@article{f94fde41e3574a33b6f4b1808f64a325,

title = "The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature",

abstract = "Given the potentially demanding nature of teaching, efforts are underway to develop practices that can improve the wellbeing of educators, including interventions based on mindfulness meditation. We performed a systematic review of empirical studies featuring analyses of mindfulness in teaching contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria included empirical analyses of mindfulness, mental health, wellbeing, and performance outcomes acquired in relation to practice. A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting of a total 1981 participants. Studies were principally examined for outcomes such as burnout, anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction). The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures. However, the quality of the studies was inconsistent, and so further research is needed, particularly involving high-quality randomised control trials.",

keywords = "Education professionals, Meditation, Mindfulness, Systematic review, Wellbeing, Randomized contolled trial, Health Care Professionals, Stress Reduction, Mental-Health, Medical-Students, Chronic Pain, Program, Interventions, Mechanisms, Health sciences",

author = "Tim Lomas and Medina, {Juan Carlos} and Itai Ivtzan and Silke Rupprecht and Eiroa-Orosa, {Francisco Jos{\'e}}",

year = "2017",

month = jan,

day = "1",

doi = "10.1016/j.tate.2016.10.008",

language = "English",

volume = "61",

pages = "132--141",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - The impact of mindfulness on the wellbeing and performance of educators

T2 - A systematic review of the empirical literature

AU - Lomas, Tim

AU - Medina, Juan Carlos

AU - Ivtzan, Itai

AU - Rupprecht, Silke

AU - Eiroa-Orosa, Francisco José

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Given the potentially demanding nature of teaching, efforts are underway to develop practices that can improve the wellbeing of educators, including interventions based on mindfulness meditation. We performed a systematic review of empirical studies featuring analyses of mindfulness in teaching contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria included empirical analyses of mindfulness, mental health, wellbeing, and performance outcomes acquired in relation to practice. A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting of a total 1981 participants. Studies were principally examined for outcomes such as burnout, anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction). The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures. However, the quality of the studies was inconsistent, and so further research is needed, particularly involving high-quality randomised control trials.

AB - Given the potentially demanding nature of teaching, efforts are underway to develop practices that can improve the wellbeing of educators, including interventions based on mindfulness meditation. We performed a systematic review of empirical studies featuring analyses of mindfulness in teaching contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria included empirical analyses of mindfulness, mental health, wellbeing, and performance outcomes acquired in relation to practice. A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting of a total 1981 participants. Studies were principally examined for outcomes such as burnout, anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction). The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures. However, the quality of the studies was inconsistent, and so further research is needed, particularly involving high-quality randomised control trials.

KW - Education professionals

KW - Meditation

KW - Mindfulness

KW - Systematic review

KW - Wellbeing

KW - Randomized contolled trial

KW - Health Care Professionals

KW - Stress Reduction

KW - Mental-Health

KW - Medical-Students

KW - Chronic Pain

KW - Program

KW - Interventions

KW - Mechanisms

KW - Health sciences

UR - http://www.scopus.com/inward/record.url?scp=84992316015&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2016.10.008

DO - 10.1016/j.tate.2016.10.008

M3 - Scientific review articles

AN - SCOPUS:84992316015

VL - 61

SP - 132

EP - 141

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -