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A influência do mindfulness na criatividade e no bem-estar no ensino superior
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Advisor(s)
Abstract(s)
Conhecer a prática do mindfulness e os seus benefícios é essencial para
compreender e promover o bem-estar e a criatividade no sistema educativo. Desta forma,
o objetivo principal deste estudo é conhecer e compreender se as práticas de mindfulness
têm influência na criatividade e no bem-estar da comunidade educativa do ensino
superior. A amostra desta investigação é aleatória e constituída por 295 elementos da
comunidade educativa do ensino superior, incluindo funcionários, alunos e docentes. Os
instrumentos de medida a utilizados foram a Escala da Personalidade criativa EPC (versão
reduzida da (EPC), aferido para a população portuguesa; a Escala de Bem-estar
Experiencial (The Wellbeing Experience Scale – WES); Escala Cognitiva e Afetiva de
Mindfulness - Revista (Cognitive and Affective Mindfulness Scale-Revised - CAMS-R)
e um questionário sociodemográfico. No presente estudo não foram encontradas
diferenças de género, sendo que na revisão da literatura não há consenso. Relativamente
à idade também não foram encontradas diferenças significativas. Deste modo, os
principais resultados apontam que o mindfulness influencia positivamente o bem-estar e
a criatividade da comunidade do ensino superior.
Knowing the practice of mindfulness and its benefits is essential to understand and promote well-being and creativity in the education field. The main objective of this study is to know and understand whether mindfulness practices influence the creativity and well-being of the higher education educational community. The sample of this investigation is constituted randomly from a sample of 295 elements of the educational community of higher education, including employees, students and professors. The measurement instruments used were the EPC Creative Personality Instrument (reduced version of the EPC, measured for the Portuguese population); Wellbeing Instrument (The Wellbeing Experience Scale – WES); Mindfulness Cognitive and Affective Scale - Revista (Cognitive and Affective Mindfulness Scale-Revised - CAMS-R) and a sociodemographic questionnaire. In the present study, they were not gender heterogeneous, and in the literature review there is no consensus. Regarding age, there were also no significant ethnic differences. Thus, the main results indicate that mindfulness positively influences the well-being and creativity of the higher education community.
Knowing the practice of mindfulness and its benefits is essential to understand and promote well-being and creativity in the education field. The main objective of this study is to know and understand whether mindfulness practices influence the creativity and well-being of the higher education educational community. The sample of this investigation is constituted randomly from a sample of 295 elements of the educational community of higher education, including employees, students and professors. The measurement instruments used were the EPC Creative Personality Instrument (reduced version of the EPC, measured for the Portuguese population); Wellbeing Instrument (The Wellbeing Experience Scale – WES); Mindfulness Cognitive and Affective Scale - Revista (Cognitive and Affective Mindfulness Scale-Revised - CAMS-R) and a sociodemographic questionnaire. In the present study, they were not gender heterogeneous, and in the literature review there is no consensus. Regarding age, there were also no significant ethnic differences. Thus, the main results indicate that mindfulness positively influences the well-being and creativity of the higher education community.
Description
Keywords
Mindfulness Criatividade Bem-estar Educação Ensino superior Creativity Welbeing Education University education Psicologia da Educação . Faculdade de Artes e Humanidades