Zobrazeno 1 - 3
of 3
pro vyhledávání: '"Jordan V. Reese"'
Autor:
Alissa J. Mrazek, Michael D. Mrazek, Jordan V. Reese, Arianna C. Kirk, Lefeba J. Gougis, Alex M. Delegard, David J. Cynman, Casey M. Cherolini, Peter C. Carr, Jonathan W. Schooler
Publikováno v:
Education Sciences, Vol 9, Iss 3, p 230 (2019)
Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre−post desi
Externí odkaz:
https://doaj.org/article/e04a8db7eb5a4950b6cb9fda1bd7e2b3
Autor:
Alexander P. Landry, Alissa J. Mrazek, Lefeba J. Gougis, Jonathan W. Schooler, Jonathan N. Cloughesy, David J. Cynman, Casey M. Cherolini, Jordan V. Reese, Michael D. Mrazek
Publikováno v:
Current Opinion in Psychology. 28:81-86
Digital mindfulness-based interventions (d-MBIs) present a promising path for the scalable dissemination of mindfulness instruction in the 21st century. Smartphone applications and web-based platforms can offer potential advantages over traditional f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::83ef8e7418aabd42db5f97fa24b27d26
https://doi.org/10.1016/j.copsyc.2018.11.012
https://doi.org/10.1016/j.copsyc.2018.11.012
Autor:
David J. Cynman, Alissa J. Mrazek, Lefeba J. Gougis, Casey M. Cherolini, Michael D. Mrazek, Arianna C. Kirk, Peter C. Carr, Jonathan W. Schooler, Jordan V. Reese, Alex M. Delegard
Publikováno v:
Education Sciences, Vol 9, Iss 3, p 230 (2019)
Education Sciences
Volume 9
Issue 3
Education Sciences
Volume 9
Issue 3
Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre&ndash
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6536232c4026afc1fadbd9397d4d33a3
https://doi.org/10.3390/educsci9030230
https://doi.org/10.3390/educsci9030230