Mindful Learning Improves Positive Feelings of Cancer Patients' Family Caregivers.

Positive feelings are an important health dimension for family caregivers of cancer patients. The aim of this study was to investigate whether Langerian mindfulness is a valid proactive method to increase the positive feelings of family caregivers for cancer patients. Participants were randomly assigned to either a mindfulness group or a mindlessness group and completed the Caregiver Reaction Assessment (CRA) as a measure of caregivers' feelings before the intervention. Subsequently, both groups were given four sessions of mindfulness training using "innovation classification". Finally, participants completed the Langer Mindfulness Scale (LMS) and the Positive Aspects of Caregiving (PAC) scale as post-intervention measures. The results revealed that participants in the mindfulness and mindlessness groups differed significantly in LMS and PAC scores, with the mindfulness group having higher levels of positive feelings than those in the mindlessness group. The results also indicated that mindfulness level significantly predicted positive feelings of caregivers. Thus mindful interventions may play a meaningful role in promoting family caregivers' spirituality and faith, improving the willingness of sharing their thoughts, beliefs, and grief, which could be useful for increasing the positive feelings of caregivers.

The effects of mindful learning on pro-environmental behavior: A self-expansion perspective.

This current article explores the differential effects of mindful learning on pro-environmental behavior from the perspective of self-expansion. A total of 253 participants were recruited for four experiments. In Study 1, the mindful-learning group reported greater levels of pro-environmental behavioral intentions compared to a randomized control. In Study 2, we utilized different learning materials focusing on self, humans, or the biosphere in three sub-experiments. Study 2a manipulated mindsets by a self-related focus and revealed participants in a mindfulness condition had lower pro-environmental behavioral intentions than those in the mindlessness group. Study 2b centered on "humans" and results showed that participants in a mindfulness group reported higher levels of pro-environmental behavioral intentions. Finally, Study 2c induced mindsets with a biospheric focus, showing participants in the mindful-learning condition had greater pro-environmental behavioral intentions. Combined, the studies provide empirical evidence that mindful learning could influence self-reported pro-environmental behavioral intentions both positively and negatively.

Mindful learning can promote connectedness to nature: Implicit and explicit evidence.

Environmental problems have attracted increasing attention, yet individuals' connectedness to nature remains a significant concern for potential solutions to these problems. In this article, we propose a novel method to promote connectedness to nature: mindful learning. One hundred and thirty-four students participated in the experiment. First, baseline measurements using the Connectedness to Nature Scale were obtained. Participants were then assigned to either a mindful or mindless learning condition. Finally, as a posttest, participants completed the Implicit Association Test and the Inclusion of Nature in the Self Scale. The performance of the mindful-learning group was better for both measures. Participants in the mindful-learning condition performed better on the Implicit Association Test and scored higher on the Inclusion of Nature in the Self Scale. These results provide empirical evidence that mindful learning may promote connectedness to nature, both implicitly and explicitly.

Improving spatial abilities through mindfulness: effects on the mental rotation task.

In this study, we demonstrate a previously unknown finding that mindful learning can improve an individual's spatial cognition without regard to gender differences. Thirty-two volunteers participated in the experiment. Baselines for spatial ability were first measured for the reaction time on the mental rotation task. Next, the participants were randomly assigned to either a mindful or mindless learning condition. After learning, the mental rotation task showed that those in the mindful learning condition responded faster than those in the mindless learning condition. This study provides promising evidence for applying mindful learning to education.