Research Article
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MINDFUL ATTENTION AWARENESS IN PRIMARY SCHOOL TEACHERS: HOW DOES CREATIVE AND REFLECTIVE THINKING OCCUR WITHOUT IT? A MIXED METHODS RESEARCH

Year 2024, Volume: 13 Issue: 2, 135 - 149, 30.06.2024
https://doi.org/10.55020/iojpe.1423251

Abstract

This research, which aims to determine the regulatory role of mindfulness in the relationship between creative thinking and reflective thinking, is a mixed method research in which quantitative and qualitative research methods are used together. The research was designed in a mixed-method convergent parallel design. The quantitative part was conducted with a descriptive survey model and the qualitative part was conducted with a case study design. The quantitative sample of the research was selected by cluster and simple random sampling method from classroom teachers working in the central districts of Konya province. The qualitative sample was selected from teachers who had at least one study on creative, reflective thinking, and mindfulness; had completed postgraduate education, and had ten years or more of professional seniority with the criterion sampling method from the teachers in the quantitative sample. In the quantitative part of the study, "creative thinking, reflective thinking, and mindfulness" measurement tools were used after obtaining the necessary permissions. Confirmatory factor analysis and reliability analysis were performed separately for these measurement tools. In the qualitative part of the study, interviews were conducted with a semi-structured interview form. When the quantitative and qualitative findings of the study were evaluated together, it was concluded that mindfulness has a regulatory role in the relationship between creative thinking and reflective thinking.

Ethical Statement

It was confirmed that this study's author has contributed sufficiently to the research. He also confirmed that it acted following ethical rules at all stages of the research as stated in the approval granted by the Ethics Committee of Çukurova University (Date:22.06.2023, number: E-95704281-604.02.02-731555). There is no conflict of interest between the authors.

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Year 2024, Volume: 13 Issue: 2, 135 - 149, 30.06.2024
https://doi.org/10.55020/iojpe.1423251

Abstract

References

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  • Brown, K. M., Ryan, R. M., & Creswell, C. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237. https://doi.org/10.1080/10478400701598298
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  • Edwards, C. H. (2008). Classroom discipline and management. John Wiley & Sons.
  • Erol, M., Erol, A., Çalışır, S., & Bozan, M. (2019). Öğretmenlerinin yansıtıcı düşünme eğilimleri ile yaratıcı düşünme düzeyleri arasındaki ilişkinin incelenmesi [Examination of the relationship between reflective thinking tendencies and creative thinking levels of teachers]. Primary Education, 1(2), 20-29.
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  • Farooq, U. (2008). Supporting creativity: Investigating the role of awareness in distributed collaboration. The Pennsylvania State University.
  • Farrah, M. (2012). Reflective journal writing as an effective technique in the writing process. An-Najah University Journal for Research-B (Humanities), 26(4), 997-1025. http://dx.doi.org/10.35552/0247-026-004-008
  • Fetters, M. D. (2020). The mixed methods research workbook activities for designing, implementing, and publishing projects. SAGE.
  • Fisher, R., & Williams, M. (2013). Unlocking literacy: A guide for teachers. David Fulton Publishers.
  • Flick, U. (Ed.) (2022). The SAGE handbook of qualitative research design. SAGE.
  • Fogarty, R. (1994). The mindful school: How to teach for metacognitive reflection. Skylight Professional Development.
  • Germer, C. (2004). What is mindfulness. Insight Journal, 22(3), 24-29.
  • Greason, P. B., & Cashwell, C. S. (2009). Mindfulness and counseling self-efficacy: The mediating role of attention and empathy. Counselor Education and Supervision, 49(1), 2-19. https://doi.org/10.1002/j.1556-6978.2009.tb00083.x
  • Guilford, J. P. (1968). Intelligence, creativity and their educational implications. Robert R. Knapp Publisher.
  • Gunbayi, I. (2023). Data analysis in qualitative research. Journal of Action Qualitative & Mixed Methods Research, 2(2), 1 11. https://doi.org/10.5281/zenodo.7763207
  • Güven, S., & Özerbaş, M. A. (2018) (Eds.). Öğretim ilke ve yöntemleri [Teaching principles and methods]. Pegem Akademi.
  • Gwet, K. L. (2021). Large-sample variance of Fleiss generalized kappa. Educational and Psychological Measurement, 81(4), 781-790. https://doi.org/10.1177/0013164420973080
  • Harman, H. H. (1968). Modern factor analysis. University of Chicago Press.
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis. Guilford Press.
  • Hayes, S. C., & Shenk, C. (2004). Operationalizing mindfulness without unnecessary attachments. Clinical Psychology: Science and Practice, 11(3), 249-254. http://dx.doi.org/10.1093/clipsy.bph079
  • Hein, G. E. (1991). Constructivist learning theory. Paper presented at the CECA (International Committee of Museum Educators) Conference. Jerusalem Israel, 15-22 October 1991, 1-10. https://www.scirp.org/reference/referencespapers?referenceid=3017051
  • Isaksen, S. G., Puccio, G. J., & Treffinger, D. J. (1993). An ecological approach to creativity research: Profiling for creative problem solving. The Journal of Creative Behavior. 27(3), 149-170. http://dx.doi.org/10.1002/j.2162-6057.1993.tb00704.x
  • Johnson, R. B., & Christensen, L. (2020). Educational research quantitative, qualitative, and mixed approaches. SAGE.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice,10(2), 144-156. https://doi.org/10.1093/clipsy.bpg016
  • Kızılkaya, G., & Aşkar, P. (2009). Problem çözmeye yönelik yansıtıcı düşünme becerisi ölçeğinin geliştirilmesi [The development of a reflective thinking skill scale towards problem solving]. Education and Science, 34(154), 82-92.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. The Guilford Press.
  • Larsen D., London D., & Emke A. (2016). Using reflection to influence practice: Student perceptions of daily reflection in clinical education. Perspectives on Medical Education, 5(5), 285-91. http://dx.doi.org/10.1007/s40037-016-0293-1
  • Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., Shapiro, S., Carmody, J., Abbey, S., & Devins, G. (2006). The toronto mindfulness scale: development and validation. Journal of Clinical Psychology, 62(12), 1445-1467. https://doi.org/10.1002/jclp.20326
  • Loughran, J. J. (1996). Developing reflective practice: learning about teaching and learning through modelling. Falmer Press.
  • Mackinnon, D. W. (1978). In search of human effectiveness: Identitying and developing creativity buffalo, N.Y. The Creative Education Foundation. Gifted Child Quarterly, 22(4), 449-453. https://doi.org/10.1177/001698627802200407
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Details

Primary Language English
Subjects Primary Education
Journal Section Research Articles
Authors

Savaş Varlık 0000-0001-8894-2649

Fadimana Varlık This is me 0009-0004-1842-7026

Publication Date June 30, 2024
Submission Date January 21, 2024
Acceptance Date June 23, 2024
Published in Issue Year 2024 Volume: 13 Issue: 2

Cite

APA Varlık, S., & Varlık, F. (2024). MINDFUL ATTENTION AWARENESS IN PRIMARY SCHOOL TEACHERS: HOW DOES CREATIVE AND REFLECTIVE THINKING OCCUR WITHOUT IT? A MIXED METHODS RESEARCH. International Online Journal of Primary Education, 13(2), 135-149. https://doi.org/10.55020/iojpe.1423251

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