##plugins.themes.bootstrap3.article.main##


Ana María Cuevas-Toro

Carmen Díaz-Batanero

Elena Delgado-Rico

Mercedes Vélez-Toral

Resumen

El objetivo del estudio fue analizar los efectos de un programa breve de mindfulness adaptado al contexto del aula, en relación con el nivel de mindfulness (MAAS), evitación experiencial (AAQ-II), ansiedad (STAI) y satisfacción vital (SWLS). La muestra estuvo conformada por 115 estudiantes universitarios. Tras la participación en el programa, los estudiantes aumentaron significativamente los niveles de satisfacción vital y ansiedad estado, no se encontraron diferencias en el resto de variables. Sin embargo, el aumento de la satisfacción vital se relacionó con el aumento del nivel de mindfulness al final del programa (coincidiendo con el inicio de los exámenes). En conclusión, un programa breve de mindfulness mejora la satisfacción vital, aun en un período de alto nivel de ansiedad como es el periodo de exámenes.

##plugins.themes.bootstrap3.article.details##

Keywords

mindfulness, estudiantes universitarios, programa, reducción de estrés

References
Álvarez, J., Aguilar, J. M., & Lorenzo, J. J. (2012). La ansiedad ante los exámenes en estudiantes universitarios: relaciones con variables personales y académicas. Electronic Journal of Research in Educational Psychology, 10(26), 333-354.

Amutio-Kareaga, A., Franco, C., Gázquez, J. J., & Mañas, I. (2015). Aprendizaje y práctica de la conciencia plena en estudiantes de bachillerato para potenciar la relajación y la autoeficacia en el rendimiento escolar. Universitas Psychologica, 14(2), 433-444. https://doi.org/10.11144/Javeriana.upsy14-2.apcp

Atienza, F., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la Escala de Satisfacción con la vida en adolescentes. Psicothema, 12(2), 314-319.

Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Assessment, 11(3), 191-206. https://doi.org/10.1177/1073191104268029

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. https://doi.org/10.1177/1073191105283504

Bajaj, B., & Pande., N. (2015). Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. Personality and Individual Difference, 93, 63-67. https://doi.org/10.1016/j.paid.2015.09.005

Bamber, M. D., & Kraenzle Schneider, J. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1-32. https://doi.org/10.1016/j.edurev.2015.12.004

Bergen-Cico, D., Possemato, K., & Cheon, S. (2013). Examining the efficacy of a Brief Mindfulness-Based Stress Reduction (Brief MBSR) program on psychological health. Journal of American College Health, 61(6), 348-360. https://doi.org/10.1080/07448481.2013.813853

Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., & Barkham, M. (2010). Changes in undergraduate students' psychological well-being as they progress through university. Studies in Higher Education, 35(6), 633-645. https://doi.org/10.1080/03075070903216643

Bonilla, K., & Padilla, Y. (2015). Estudio piloto de un modelo grupal de meditación de atención plena (mindfulness) de manejo de la ansiedad para estudiantes universitarios en Puerto Rico. Revista Puertorriqueña de Psicología, 26(1), 72-87.

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/10.1037/0022-3514.84.4.822

Brown, K. W., Kasser, T., Ryan, R. M., Linley, P. A., & Orzech, K. (2009). When what one has is enough: Mindfulness, financial desire discrepancy, and subjective well-being. Journal of Research in Personality, 43(5), 727-736.

Carrasco, I. (2005). Terapias racionales y de reestructuración cognitiva. En F. J. Labrador, J. A. Cruzado & M. Muñoz (Eds.), Manual de técnicas de modificación de conducta y terapia de conducta (pp. 667-709). Madrid: Pirámide.

Collard, P., Avny, N., & Boniwelly, I. (2008). Teaching Mindfulness Based Cognitive Therapy (MBCT) to students: The effects of MBCT on the levels of mindfulness and subjective well-being. Counselling Psychology Quarterly, 21(4), 323-336. https://doi.org/10.1080/09515070802602112

Conley, C. S., Durlak, J. A., & Dickson, D. (2013). An evaluative review of outcome research on universal mental health promotion and prevention programs for higher education students. Journal of American College Health, 61(5), 283-301. https://doi.org/10.1080/07448481.2013.802237

Christopher, M. S., & Gilbert, B. D. (2010). Incremental validity of components of mindfulness in the prediction of satisfaction with life and depression. Current Psychology, 29(1), 10-23. https://doi.org/10.1007/s12144-009-9067-9

Danitz, S., & Orsillo, S. (2014). The mindful way through the semester: An investigation of the effectiveness of an acceptance-based behavioral therapy program on psychological wellness in first-year students. Behavior Modification, 38(4), 549-566. https://doi.org/10.1177/0145445513520218

De Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sørlie, T., & Bjørndal, A. (2013). Mindfulness training for stress management: A randomised controlled study of medical and psychology students. BMC Medical Education, 13(1), 107. https://doi.org/10.1186/1472-6920-13-107

Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.

Docksai, R. (2013). A mindful approach to learning: New research shows potential for “minfulness training” to boost student productivity. The Futurist, 47(5), 8-10.

Dvoráková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 1-9. https://doi.org/10.1080/07448481.2017.1278605

Feldman, L., Goncalves, L., Chacón-Puignau, G., Zaragoza, J., Bagés, N., & De Pablo, J. (2008). Relaciones entre estrés académico, apoyo social, salud mental y rendimiento académico en estudiantes universitarios venezolanos. Universitas Psychologica, 7(3), 739-751.

Franco, C., De la Fuente, M., & Salvador, M. (2011). Impacto de un programa de entrenamiento en conciencia plena (mindfulness) en las medidas del crecimiento y la autorrealización personal. Psicothema, 23(1), 58-65.

Franco, C., & Navas, M. (2009). Efectos de un programa de meditación en los valores de una muestra de estudiantes universitarios. Electronic Journal of Research in Educational Psychology, 7(19), 1157-1174.

Fletcher, L., & Hayes, S. C. (2005). Relational frame theory, acceptance and commitment therapy, and a functional analytic definition of mindfulness. Journal of Rational-Emotive and Cognitive-Behavioral Therapy, 23(4), 315-336. https://doi.org/10.1007/s10942-005-0017-7

Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531-547. https://doi.org/10.1002/pits.21695

Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, A. I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. Spanish Journal of Psychology, 17(e109), 1-6. https://doi.org/10.1017/sjp.2014.102

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43. https://doi.org/10.1016/S0022-3999(03)00573-7

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational frame theory: A post-skinnerian account of human language and cognition. Nueva York: Plenum Press.

Hayes, S. C., Follette, V. M., & Linehan, M. M. (2004). Mindfulness and Acceptance: Expanding the Cognitive Behavioral Tradition. Nueva York: The Guilford Press.

Hayes, S. C., Strosahl, K., & Wilson K.G. (1999). Acceptance and commitment therapy. An experiential approach to behavior change. Nueva York: Guilford Press.

Hervás, G., Cebolla, A., & Soler, J. (2016). Intervenciones psicológicas basadas en mindfulness y sus beneficios: estado actual de la cuestión. Clinica y Salud, 27(3), 115-124. https://doi.org/10.1016/j.clysa2016.09.002

Hinterman, C., Burns, L., Hopwood, D., & Rogers, W. (2012). Mindfulness: Seeking a more perfect approach to coping with life's challenges. Mindfulness, 3(4), 275-281. https://doi.org/10.1007/s12671-012-0091-8

Kabat-Zinn, J. (1982). An out-patient program in Behavioral Medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4(1), 33-47.

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. Nueva York: Delacorte.

Korman, G. P., & Garay, C. J. (2012). El modelo de terapia cognitiva basada en la conciencia plena (mindfulness). Revista Argentina de Clínica Psicológica, 12(1), 5-13.

Langer, A. I., Ulloa, V. G., Cangas, A. J., Rojas, G., & Krause, M. (2015). Mindfulness-based interventions in secondary education: A qualitative systematic review. Estudios de Psicología, 36(3), 533-570. https://doi.org/10.1080/02109395.2015.1078553

León, J., Fernández, C., Grijalvo, F., & Núñez, J. (2013). Assessing mindfulness: The Spanish version of the Mindfulness Attention Awareness Scale. Estudios de Psicología, 34(2), 175-184. https://goi.org/10.1174/0211093913806751447

López-González, L., Amutio, A., Oriol, X., & Bisquerra, R. (2016). Habits related to relaxation and mindfulness of high school students: Influence on classroom climate and academic performance. Revista de Psicodidáctica, 21(1), 121-138. https://doi.org/10.1387/RevPsicodidact.13866

López-Hernáez, L. (2016). Técnicas mindfulness en centros educativos. Desarrollo académico y personal de sus participantes. Revista Española de Orientación y Psicopedagogía, 27(1), 134-146.

Lynch, S., Gander, M., Kohls, N., Kudielka, B., & Walach, H. (2011). Mindfulness based coping with university life: An non-randomized wait-list-controlled pilot evaluation. Stress and Health, 27(5), 365-375. https://doi.org/10.1002/smi.1382

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: The Journal of Science and Healing, 13(1), 26-45. https://doi.org/10.1016/j.explore.2016.10.002

Mapel, T. (2012). Mindfulness and education: Students' experience of learning mindfulness in a tertiary classroom. New Zealand Journal of Educational Studies, 47(1), 19-32.

Martín Asuero, A. (2008). Con rumbo propio. Madrid: Plataforma.

Pérez Álvarez, M. (2006). La terapia de conducta de tercera generación. Edupsykhé, 5(2), 159-172.

Regehr, C., Glancy, G., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders, 148(1), 1-11. https://doi.org/10.1016/j.jad.2012.11.026

Ruiz, F., Langer Herrera, A., Luciano, C., Cangas, A., & Beltrán, I. (2013). Measuring experiential avoidance and psychological inflexibility: The Spanish version of the Acceptance and Action Questionnaire-II. Psicothema, 25(1), 123-129.

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression. Nueva York: The Guilford Press.

Shapiro, S., Brown, K., Thoresen, C., & Plante, T. (2011). The moderation of mindfulness-based stress reduction effects by trait mindfulness: Results from a randomized controlled trial. Journal of Clinical Psychology, 67(3), 267-277. https://doi.org/10.1002/jclp.20761

Shapiro, S., Schwartz, G., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21(6), 581-599. https://doi.org/10.1023/A:1018700829825

Soler, J., Tejedor, R., Feliu-Soler, Pascual, J. C., Cebolla, A., Soriano. J.,… Pérez, V. (2012). Propiedades psicométricas de la versión española de la escala Mindful Attention Awareness Scale (MAAS). Actas Españolas de Psiquiatría, 40(1), 19-26.

Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86-90. https://doi.org/10.1016/j.nedt.2014.06.010

Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1986). Cuestionario de Ansiedad Estado-Rasgo. Manual (2.a ed.). Madrid: TEA Ediciones.

Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and subjective well-being. Personality and Individual Differences, 50(7), 1116-1119.

Vallejo, M. A. (2006). Mindfulness. Papeles del Psicólogo, 27(2), 92-99.

Vela, J. C., Lu, M. -T. P., Lenz, A. S., Savage, M. C., & Guardiola, R. (2016). Positive psychology and Mexican American college students’ subjective well-being and depression. Hispanic Journal of Behavioral Sciences, 38(3), 324-340. https://doi.org/10.1177/0739986316651618

Warnecke, E., Quinn, S., Ogden, K., Towle, N., & Nelson, M. (2011). A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education, 45(4), 381-388. https://doi.org/10.1111/j.1365-2923.2010.03877.x

Wilson, K. G., & Luciano, M. C. (2002). Terapia de Aceptación y Compromiso (ACT). Un tratamiento conductual orientado a los valores. Madrid: Pirámide.

Zenner, C., Herrnleben-Kurz, B., & 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.2014.00603
Cómo citar
Cuevas-Toro, A., Díaz-Batanero, C., Delgado-Rico, E., & Vélez-Toral, M. (2017). Incorporación del mindfulness en el aula: un estudio piloto con estudiantes universitarios. Universitas Psychologica, 16(4), 1-13. https://doi.org/10.11144/Javeriana.upsy16-4.imae
Sección
Artículos
Artículos más leídos del mismo autor/a