Efecto de una intervención de mindfulness en identidad profesional docente, burnout académico, mindfulness disposicional y perspectiva del tiempo en estudiantes de pedagogía.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Durante la formación universitaria los estudiantes de pedagogía construyen una parte importante de la identidad profesional que los identifica como docentes, sin embargo, es justamente en este periodo donde los estudiantes también se ven expuestos a altos niveles de estrés llegando a desarrollar en algunos casos burnout académico. La evidencia refiere que las intervenciones de mindfulness impactan en estas variables y que además aumentan los niveles de mindfulness y de perspectiva del tiempo. El objetivo de este estudio fue determinar el efecto de una intervención de mindfulness en la identidad profesional docente, el burnout académico, el mindfulness disposicional y la perspectiva del tiempo de los estudiantes. Se realizó un estudio experimental con un grupo de intervención y un grupo control pasivo en lista de espera, con mediciones pre y post intervención. La intervención tuvo una estructura de cuatro sesiones, realizadas una vez a la semana. Se aplicaron los instrumentos STPIS, MBI-SS, FFMQ, ZTPI y AATI-TA. El análisis de los datos se realizó mediante un modelo lineal mixto. Los resultados indican que la intervención de mindfulness aumentó de manera significativa los niveles de mindfulness y de perspectiva del tiempo, pero no mostró efectos significativos en la identidad profesional docente y el burnout académico. Se analizan las implicancias de estos hallazgos para la construcción de futuras intervenciones de mindfulness con estudiantes de pedagogía, teniendo en consideración la falta de estudios que investiguen dichas variables en esta población.
During university training, pedagogy students build an important part of the professional identity that identifies them as teachers; however, it is precisely during this period that students are also exposed to high levels of stress, in some cases developing academic burnout. The evidence indicates that mindfulness interventions impact these variables and also increase levels of mindfulness and time perspective. The objective of this study was to determine the effect of a mindfulness intervention on teachers' professional identity, academic burnout, dispositional mindfulness, and students' time perspective. An experimental study was carried out with an intervention group and a passive control group on a waiting list, with pre- and post-intervention measurements. The intervention had a structure of four sessions, carried out once a week. The STPIS, MBI-SS, FFMQ, ZTPI and AATI-TA instruments were applied. Data analysis was performed using a linear mixed model. The results indicate that the mindfulness intervention significantly increased the levels of mindfulness and time perspective but did not show significant effects on teacher professional identity and academic burnout. The implications of these findings for the construction of future mindfulness interventions with student teachers are analyzed, taking into consideration the lack of studies that investigate these variables in this population.
During university training, pedagogy students build an important part of the professional identity that identifies them as teachers; however, it is precisely during this period that students are also exposed to high levels of stress, in some cases developing academic burnout. The evidence indicates that mindfulness interventions impact these variables and also increase levels of mindfulness and time perspective. The objective of this study was to determine the effect of a mindfulness intervention on teachers' professional identity, academic burnout, dispositional mindfulness, and students' time perspective. An experimental study was carried out with an intervention group and a passive control group on a waiting list, with pre- and post-intervention measurements. The intervention had a structure of four sessions, carried out once a week. The STPIS, MBI-SS, FFMQ, ZTPI and AATI-TA instruments were applied. Data analysis was performed using a linear mixed model. The results indicate that the mindfulness intervention significantly increased the levels of mindfulness and time perspective but did not show significant effects on teacher professional identity and academic burnout. The implications of these findings for the construction of future mindfulness interventions with student teachers are analyzed, taking into consideration the lack of studies that investigate these variables in this population.
Description
Tesis presentada para optar al Grado Académico de Magister en Psicología con Mención en Psicología de la Salud
Keywords
Atención plena (Psicología), Agotamiento profesional, Identidad (psicología) Aspectos sociales