Motivation and Emotion
September 2, 2023
Cathleen Kappes, Ariane S. Marion-Jetten, Geneviève Taylor et al.
9 citations
Abstract Previous correlational studies showed the importance of mindfulness and autonomous goal motivation for goal pursuit, goal setting, and goal disengagement processes. The present study examined the role of mindfulness in goal regulation processes for self-selected personal goals in a randomized waitlist control group design. Participants (N = 228,M = 30.7 years, 18–78 years; 84% female)...
Frontiers in Education
September 3, 2018
Catherine Malboeuf-Hurtubise, Geneviève Taylor, Linda Paquette et al.
6 citations
Background: Mindfulness-based interventions (MBIs) constitute a promising option to alleviate psychological symptoms in students with psychiatric disorders. Objective: This study evaluated the impact of a MBI on psychological symptoms of elementary school students with psychiatric disorders in a special education curriculum. Method: A series of n-of-1 trials with an experimental A-B-A design...
Journal of Evidence-Based Complementary & Alternative Medicine
August 30, 2017
Catherine Malboeuf-Hurtubise, Éric Lacourse, Catherine Herba et al.
Mindfulness-based interventions constitute a promising option to address anxiety and depression in elementary school students. This study evaluated the effect of a mindfulness-based intervention on anxiety and depression in elementary school students with a diagnosis of anxiety or depression disorder. A single-subject experimental A-B-A design was used. Participants were three elementary school...
International Journal of Disability, Development and Education
July 13, 2017
Catherine Malboeuf-Hurtubise, Mireille Joussemet, Geneviève Taylor et al.
30 citations
Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two...
Journal of Evidence-Based Complementary & Alternative Medicine
December 30, 2016
Catherine Malboeuf-Hurtubise, Éric Lacourse, Geneviève Taylor et al.
Objective: Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school...
Catherine Malboeuf-Hurtubise, Geneviève Taylor, Terra Léger-Goodes et al.
preprint
Abstract The number of mindfulness-based interventions has proliferated in the last decade as accessible evidence-based practices to improve children’s mental health in schools. However, some studies also suggest that mindfulness programs do not have added values compared to other mental health promotion interventions. These differences in effectiveness can partly be due to the lack of...