Search Results (66)

Social media increases opportunities for appearance-based social comparison, which may negatively impact body image and affective well-being. However, limited research has addressed how individual characteristics, such as depressive symptoms and dispositional mindfulness, influence susceptibility to these effects. Guided by the Differential Susceptibility to Media Effects Model (DSMM), the present study examined a framework connecting depressive symptoms, facets of mindfulness, appearance-based social comparison, body image positivity, and affective well-being. This study explored depressive symptoms and acting with awareness in relation to appearance-based social comparison. Additionally, it evaluated whether nonjudgment moderates the association between appearance-based social comparison and body image positivity. A total of 341 undergraduate students at a Canadian university participated in a cross-sectional online survey. In line with the DSMM, depressive symptoms and acting with awareness were indirectly associated with affective well-being. Higher depressive symptoms were associated with increased appearance-based social comparison, which was associated with lower body image positivity and, in turn, poorer affective well-being. Greater acting with awareness was related to reduced appearance-based social comparison. Nonjudgment did not moderate the relationship between appearance-based social comparison and body image positivity. These findings enhance understanding of individual differences in appearance-based social comparison on social media and suggest directions for future research on interventions that promote healthier social media experiences. Full article

The focus of this paper is Heidegger’s lecture “On the Basic Disposition of Knowledge” (summer semester 1939), first published in 2020 in GA 80.2 and still largely unexplored in Heidegger scholarship. In this text, Heidegger problematizes the scientific disposition as a lack of mindfulness (Besinnungslosigkeit). This lack of mindfulness is, in turn, characterized as a disturbance and forgetting of the original disposition that, in Plato and Aristotle, is named in Greek thaumazein. In the advanced form of occidental knowledge, shaped by techne, the remembrance of wonder at beings (Erstaunen) is no longer possible. Instead, the abandonment of Being (Seinsverlassenheit) becomes accessible only through another disposition: terror (Entsetzen). The paper argues that these distinctions between basic dispositions (curiositas, thaumazein, and terror) can be understood only by focusing on Heidegger’s concept of withdrawal (Entzug). In Heidegger’s words, one must take it seriously that Being withdraws from beings. On this basis, curiosity blocks the experience of withdrawal, thaumazein names the beginning of philosophy but cannot be repeated today, and it is terror that discloses the abandonment of Being. To place this claim in context, the paper offers a short sketch of Heidegger’s critique of curiositas, based on his Augustinian reception in the Natorp report (“Indication of the Hermeneutical Situation”) and in Being and Time (§ 36). It then draws on his account of thaumazein in Basic Questions of Philosophy (GA 45) and finally briefly turns to Contributions to Philosophy, where Heidegger develops the disposition of the other beginning in three stages: shock (Erschrecken), restraint (Verhaltenheit), and diffidence (Scheu). Full article

This qualitative study examines how culturally responsive pedagogy (CRP) and transformative learning are fostered in higher education when structured reflection, dialogic engagement, and feedback are intentionally embedded in teacher education coursework. Drawing on data from two university courses—one undergraduate course for preservice teachers and one graduate course for in-service educators (n = 44)—the study explores how equity-focused instructional design supports development toward inclusive, globally informed practice. Data sources included student reflective writing, an anonymous pre- and post-semester survey aligned with InTASC dispositions, instructor reflexive journals, peer observation reports, and course feedback artifacts. Of the 44 enrolled participants, 39 completed the pre-survey and 19 completed the post-survey; survey results were analyzed descriptively at the group level because responses were anonymous and could not be matched across time. Analysis followed Braun and Clarke’s thematic analysis procedures, with trustworthiness strengthened through triangulation, peer debriefing, member checking with a subset of participants, and reflexive journaling. Findings revealed seven interconnected themes demonstrating how reflective writing, critical scholarship, multimedia exemplars, dialogic feedback, and iterative course design supported movement from awareness toward equity-oriented pedagogical praxis. Four overarching outcomes were especially salient: (a) expanded understandings of CRP as justice-oriented praxis; (b) increased capacity to identify and interrogate personal and systemic bias; (c) stronger connections between global and intercultural perspectives and locally grounded teaching commitments; and (d) reported pedagogical shifts toward more inclusive, equity-centered practice. Survey findings indicated a group-level shift from Agree toward Strongly Agree across equity-oriented dispositions, suggesting strengthened professional commitments while warranting cautious interpretation given unmatched responses and post-survey attrition. Comparative analysis also highlighted cohort-differentiated developmental trajectories, underscoring the importance of scaffolded, context-responsive approaches in equity-focused teacher education. Overall, the study demonstrates how intentional instructional design can position reflection as an ethical and professional stance that supports equity, inclusion, and global readiness across educator career stages. Full article

Problematic social media use is associated with adolescents’ mental health, yet mechanisms remain underexplored. This study tested whether dispositional mindfulness mediates associations between problematic social media use and symptoms of depression, anxiety, and stress. In a school-based sample of 892 students aged 10–14 years in Switzerland, participants completed an anonymous online classroom survey. Problematic social media use, mindfulness, and symptoms of depression, anxiety and stress were examined using structural equation modeling with robust maximum likelihood estimation and cluster-robust inference for nested data structure. Model fit was acceptable (CFI = 0.921; RMSEA = 0.052). PSMU predicted lower mindfulness (β = −0.50, p < 0.001), and mindfulness was negatively related to depression (β = −0.54), anxiety (β = −0.60), and stress (β = −0.63; all ps < 0.001). Indirect effects of PSMU via mindfulness were significant for all outcomes (β = 0.27–0.32, ps < 0.001). Direct effects of PSMU remained for anxiety (β = 0.18, p < 0.001) and stress (β = 0.14, p = 0.002) but not depression (β = 0.07, p = 0.161). Overall, findings suggest mindfulness might be an important pathway linking dysregulated social media engagement to adolescent distress. Longitudinal and experimental research is needed to clarify temporal ordering. Full article

Nature connectedness, a sense of identification with the natural world, has been identified as an important psychological antecedent of pro-environmental attitudes and behaviour. Understanding its psychological correlates therefore carries both theoretical and practical relevance. Mindfulness and nonattachment, two dispositional qualities rooted in contemplative traditions, have each been associated with enhanced well-being and a greater appreciation of one’s interconnectedness with the environment, yet their specific interrelationships with nature connectedness remain poorly understood. The present cross-sectional study therefore examined conditional indirect associations between trait nonattachment, dispositional mindfulness, and nature connectedness in a sample of 152 university students completing validated self-report measures. Two alternative models including conditional indirect effects were tested via structural equation modelling with bootstrapped confidence intervals. Correlational analyses revealed positive associations between study variables, with mindful awareness, but not acceptance, significantly correlated with nature connectedness. Structural equation modelling revealed a significant indirect effect of nonattachment on nature connectedness through mindful awareness. These findings contribute to the growing literature on psychological antecedents of nature connectedness and carry theoretical implications for mindfulness-based approaches to pro-environmental attitudes. Future longitudinal and intervention studies are needed to establish the directionality and practical relevance of the observed associations. Full article

Background: Young adult sexual minority men (SMM) disproportionately experience childhood interpersonal trauma. The Dimensional Model of Adversity and Psychopathology (DMAP) framework proposes that exposure to threat (i.e., emotional, physical, and sexual abuse) and deprivation (e.g., physical and emotional neglect) are differentially linked to adult psychopathology. Studies of predominantly heterosexual samples have revealed emotion regulation and mindfulness as mechanisms linking childhood trauma to mental health and health risk behaviors in adulthood. However, the influence of emotion regulation (ER) or mindfulness as associated with exposure to threat vs. deprivation has not been examined among SMM in adulthood. Objective: This study explored the relationships between childhood threat/deprivation and mental health and health risk behaviors among SMM with ER and mindfulness as mediators. Participants and Setting: The sample consisted of 317 SMM (M_age = 26.70; SD = 3.87; ages 18–35; 59.3% White) recruited from the community. Methods: Childhood experiences of threat and deprivation were assessed via the Childhood Trauma Questionnaire; ER difficulties and dispositional mindfulness were assessed using self-report. Mental health behaviors were assessed using a composite score consisting of self-reported depressive, anxiety, PTSD symptoms, and suicidality. Health risk behavior score included the Sexual Compulsivity Scale, Alcohol Use Disorders Identification Test, and smoking history (Y/N). Results: Threat and deprivation were both positively correlated with mental health and health risk behaviors. Threat was associated with both mental health and health risk behaviors via emotion regulation (ER) difficulties. Deprivation was associated with these outcomes through both ER difficulties and mindfulness. Conclusions: Treatment aimed at bolstering ER and mindfulness skills among those with histories of abuse and deprivation, respectively, may help reduce psychopathology risk among SMM. Full article

Background: Anhedonia denotes a reduced capacity of experiencing pleasure, which is often reported by individuals with psychiatric disorders such as depression and polysubstance use disorders. Since anhedonia is a critical factor influencing the well-being of psychiatric and general populations, it is important to investigate predictors of anhedonia. Method: We conducted a survey in N = 300 young adults aged 18 to 30 (M = 25.45, SD = 3.66). As predictors of anhedonia, we examined polysubstance use, problems with social media use, coping styles, and mindfulness. We controlled for age, gender, education, and the frequency of leisure activities. Results: Together, the predictors explained 20% of the variance in anhedonia. We found a positive association of polysubstance use with anhedonia, indicating that the more substances individuals consumed, the more anhedonia they reported. Problems with social media were not significantly related to anhedonia. Concerning coping styles, individuals with a more problem-focused coping style (e.g., planning) reported significantly lower levels of anhedonia, whereas emotion-focused coping (e.g., seeking social support) was unrelated to anhedonia. Mindfulness negatively correlated with anhedonia. Conclusions: The present study adds to research on behavioral and dispositional predictors of anhedonia and underlines the positive impact of mindfulness and problem-focused coping on anhedonia. Full article

Crisis management at work refers to how organizational members handle unexpected or unwanted critical events in their current operational (e.g., employees) and strategic (e.g., management) tasks and represents a key factor for the system’s effectiveness and success. The present research aimed to (1) develop and examine the psychometric properties of the Crisis Management at Work Scale (CMWS), including employees’ mastery of five crisis-related facets (preparedness, prevention, problem solving, achievement and helping others), and (2) examine individual-level dispositional mindfulness (i.e., describe, aware, non-judging, and non-reacting) and contextual-level mindful organizing factors (i.e., preoccupation with failure, reluctance to simplify, sensitivity to operations, commitment to resilience, and deference to expertise) as predictors of crisis management. Data (Study 1) from 791 employees in Italy supported the CMWS’s construct validity and reliability. Data (Study 2) from a two-wave design (N = 414) involving 84 Italian organizations and structural equation model results suggest that both employees’ (Time 1) mindfulness traits and mindful organizing contextual factors predict (Time 2) crisis management dimensions, with mindfulness traits exerting stronger effects. Furthermore, crisis management showed the highest association with the “aware” sub-dimension of mindfulness traits and the least association with the “deference to expertise” sub-dimension of mindful organizing. Overall, our multi-wave findings support the CMWS’s validity and provide an overarching conceptual framework for an organizational audit on both individual and contextual factors underpinning multi-faceted crisis management. Results are discussed in light of the relevance of crisis management for sustainable organizational effectiveness as well as thriving and survival in increasingly unstable and uncertain environments. Full article

This article introduces a theoretical framework centered on enhancing creativity through gaming, termed the Game-based Creativity Enhancement Framework (G-CEF). Rooted in experiential learning and game-based learning theories, the framework adopts an input–process–output paradigm: two inputs (personal attributes and game attributes), one process stage (learning situation), and outputs (learning improvements and acquisitions). Personal attributes take the form of conative dispositions and variables common to both creativity and games, which help explain why gaming habits and creativity are linked, particularly outside the laboratory. Six variables are identified and presented: playfulness, imagination, mind-wandering, mindfulness, psychological capital and motives. The second input corresponds to game attributes, which help explain why and how games can help improve creativity. Two forms of game attributes are presented: affordances and game mechanics. Eight types of affordances were identified: degree of flexibility, narrative, tools, environment, content creation, avatar, progression and replayability. Five types of game mechanics were also identified: originality, divergent thinking, convergent thinking, mental flexibility and creative dispositions. The learning situation within games represents a four-step cyclical experiential learning process: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Lastly, the framework details enhancements in creativity due to gaming, supported by a literature review examining the impact of different game types on creativity. Full article

Psychological distress impacts a large portion of the general population. While effective treatments are available, few seek them out. This lack of treatment seeking may be due to several factors, particularly low mental health literacy (MHL). MHL is the knowledge an individual has regarding psychological disorders and their symptoms, treatments, and where to seek appropriate help when identified. The capacity to pay attention to present-moment experiences in MHL translates to the qualities of dispositional mindfulness (DM), the capacity to pay non-judgmental attention to present-moment experiences. The purpose of the present study was to evaluate the reliability and preliminary convergent validity of a newly developed, vignette-based assessment of psychological disorder recognition. A total of N = 299 participants were recruited via TurkPrime and completed measures of DM (FFMQ), MHL (MHLS), depression (PHQ-9), anxiety (GAD-7), and treatment-seeking attitudes (MHSAS). Participants were subsequently asked to read newly created vignettes based on ICD-11 criteria of major depressive, generalized anxiety, social anxiety, bipolar disorders, post-traumatic stress disorder, and schizophrenia. Participants then responded to questions assessing the recognition of disorder presence and identification. The vignettes with accompanying questions were titled the Psychological Disorder Recognition—Vignette (PDR-V) task. The PDR-V evidenced a Kuder–Richardson Formula 20 (KR-20) of 0.83, indicating excellent internal consistency. Independent sample t-tests indicated that participants with prior psychotherapy exposure, a history of mental health diagnosis, and, unexpectedly, those reporting lower education levels and no current mindfulness practice, scored significantly higher on the PDR-V. Spearman correlations revealed that higher scores on a validated MHL scale and specific facets of DM (describe, act with awareness) were positively correlated with PDR-V scores. Bipolar disorder evidenced the highest recognition as a psychological problem broadly, while social anxiety had the highest specific disorder identification accuracy rates. Generalized anxiety disorder had the lowest recognition and identification accuracy. While the PDR-V demonstrated promising preliminary psychometric properties, it also observed anomalies that warrant further investigation, as findings are limited by its cross-sectional nature. These findings suggest that the PDR-V is a versatile tool for differentiating the presence of a problem and accurately identifying the condition, supporting its potential as a reliable and sound measure. Full article

(1) Background: Self-regulation of attention, emotions, and behavior constitutes a core set of skills essential for positive mental health in adolescence and adulthood. Mindfulness-based interventions (MBIs) have shown positive effects on these skills in early developmental stages. Yet it remains unclear whether dispositional mindfulness mediates these effects. This study examined whether dispositional mindfulness mediates the effects of attention and emotion-focused MBIs on attentional, emotional, and behavioral self-regulation. (2) Method: An experimental study was conducted with three conditions: (a) MBI focused on emotion regulation, (b) MBI focused on attentional regulation, and (c) control group. The sample consisted of boys and girls aged 8 to 12 years (n = 70, Mage = 9.60, SD = 1.01), randomly assigned to the three experimental conditions. Group differences in emotional, behavioral, and attentional regulation were analyzed, with mindfulness as a mediating variable. The mediation analysis was conducted using linear regressions and a nonparametric bootstrap technique with 5000 samples. Age and gender were included as control variables in all models. (3) Results: Both programs produced significant improvements in all three dimensions of self-regulation. However, mindfulness showed a mediating effect only on emotional self-regulation, not on attention and was inconclusive on behavioral self-regulation. (4) Conclusions: Mindfulness mediates emotional but not attentional self-regulation. The evidence for the mediating role of mindfulness in behavioral regulation was inconclusive. Incorporating mindfulness in educational settings could strengthen emotional self-regulation skills, thereby promoting mental health; however, further studies are needed. Full article

Background: Access to green spaces is crucial for public health. For psychological health, the ability to pause in fascination or wondering awe (as an indicator of mindful resonance with nature) appears particularly relevant. However, it remains unclear whether non-interventional experience of nature is directly related to wellbeing or requires a mediator. Methods: A cross-sectional anonymous survey was conducted among 491 participants (74% women; mean age 51 ± 13 years) with standardized instruments (NR-6, ENS, GrAw-7, GQ-6, WHO-5). Results: Experience of Nature (r = 0.56) and Nature-Relatedness (r = 0.55) are strongly associated with Awe/Gratitude, while only Awe/Gratitude is moderately related to Wellbeing (r = 0.42). Mediator analyses revealed that the relationship between Experience of Nature and Wellbeing is significantly mediated by Awe/Gratitude (β = 2.28, p < 0.001). This highlights the central role of this resource through which nature experiences promote wellbeing. Regression analyses confirmed Awe/Gratitude as the best predictor of Wellbeing, followed by Gratitude disposition, and sporting outside (R² = 0.25). Conclusions: Merely being in nature does not substantially affect well-being. Rather, mindful perception of nature as a space where modern public health practices, such as mindful walking, are particularly effective, is essential. From a public health and urban planning perspective, accessible, quiet, and aesthetically engaging green spaces that attract and fascinate people should be prioritized to foster such restorative experiences. Full article

Ritual prayer (ṣalāh) is one of the most central and enduring practices in Islam, widely recognized for its spiritual significance. However, its educational and formative role in shaping the Muslim’s inner self and moral identity remains insufficiently explored in contemporary scholarship. This paper aims to examine ritual prayer as a core pedagogical tool within Islamic education, focusing on its transformative power in the processes of self-purification (tazkiyah) and identity formation. The study seeks to analyze the ethical and psychological dimensions of ṣalāh, drawing on classical Islamic sources, as well as integrating insights from contemporary critical philosophy—particularly Byung-Chul Han’s Vita Contemplativa—and Islamic virtue ethics, including perspectives such as those advanced by Elizabeth Bucar. Through this framework, the paper explores how prayer shapes inner dispositions like humility, mindfulness, sincerity, patience, and submission, reinforcing both spiritual awareness and communal belonging. Employing a descriptive-analytical methodology, the study engages Qur’anic verses, prophetic traditions, and traditional pedagogical literature to investigate how ṣalāh functions as a lived and repeated experience that cultivates the soul and molds ethical behavior. The discussion highlights how regular performance of prayer integrates belief with action and contributes to the formation of a reflective and morally grounded Muslim identity. This paper contributes to the field of Islamic Practical Theology by demonstrating how ritual prayer operates as a dynamic and holistic model for moral and spiritual development. It provides educators and scholars with a theoretical and applied vision for incorporating ṣalāh-based character education into Islamic curricula. Future research may explore how prayer interacts with modern lifestyles, digital spiritual practices, and intergenerational transmission of religious identity in diverse contexts. Full article

While theoretical frameworks posit mindfulness as a catalyst for wisdom development, longitudinal evidence remains scarce. This study examines the developmental trajectory of wisdom during emerging adulthood and investigates the intra-person and within-person effects of mindfulness on wisdom through a three-wave longitudinal design. A sample of 719 Chinese first-year college students completed assessments of the Five Facet Mindfulness Questionnaire, the Situated Wise Reasoning Scale, and the Wise Thinking Scale across three timepoints. Longitudinal multilevel analysis (LMA) and random intercepts cross-lagged panel models (RI-CLPMs) were employed to distinguish between stable individual differences and temporary fluctuations. Three key findings emerged: (1) Both wise reasoning and wise thinking exhibited linear growth trajectories. (2) At the between-person level, dispositional mindfulness showed strong positive associations with wisdom. (3) Within-person analyses revealed that mindfulness fluctuations prospectively predicted changes in wise reasoning and thinking, establishing temporal precedence. This study provides new evidence that wisdom can be both a developing ability and a stable trait during emerging adulthood. The observed dynamic links between mindfulness and wisdom highlight the potential of mindfulness-based interventions to foster the growth of wisdom. Full article

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article