MINDFUL ATTENTION AWARENESS IN PRIMARY SCHOOL TEACHERS: HOW DOES CREATIVE AND REFLECTIVE THINKING OCCUR WITHOUT IT? A MIXED METHODS RESEARCH
Yıl 2024,
Cilt: 13 Sayı: 2, 135 - 149, 30.06.2024
Savaş Varlık
,
Fadimana Varlık
Öz
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.
Etik Beyan
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.
Kaynakça
- Aguirre-Urreta, M. I., & Hu, J. (2019). Detecting common method bias: Performance of the Harman's single-factor test. ACM SIGMIS database: The DATABASE for Advances in Information Systems, 50(2), 45-70. http://dx.doi.org/10.1145/3330472.3330477
- Altın, M., & Saracaloğlu, A. S. (2018). Yaratıcı, eleştirel ve yansıtıcı düşünme: Benzerlikler-farklılıklar [Creative, critical and reflective thinking: Similarities-differences]. International Journal of Contemporary Educational Studies, 4(1), 1-9.
- Arslan, M. (2007). Eğitimde yapılandırmacı yaklaşımlar [Constructivist approaches in education]. Ankara University Journal of Faculty of Educational Sciences (JFES), 40(1), 41 61. http://dx.doi.org/10.1501/Egifak_0000000150
- Aşkın Tekkol, İ., & Bozdemir, H. (2018). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ile eleştirel düşünme becerilerinin incelenmesi [An investigation of reflective thinking tendencies and critical thinking skills of teacher candidates]. Kastamonu Education Journal, 26(6), 1897-1907. https://doi.org/10.24106/kefdergi.2211
- Baysal, Z. N., & Demirbaş, B. (2012). A study of the relationship between the mindful attention awareness of candidate primary school teachers and their reflective thinking tendency. Journal of Research in Education and Teaching, 1(4), 12-20. http://www.jret.org/FileUpload/ks281142/File/02a._demirbas.pdf
- Beghetto, R. A., & Kaufman, J. C. (2010) (Eds.). Nurturing creativity in the classroom. Cambridge University Press.
- Blair, G., Coppock, A., & Humphreys, M. (2023). Research design in the social sciences: declaration, diagnosis, and redesign. Princeton University Press.
- Boden, M. A. (1996). Dimensions of creativity. The MIT Press.
- 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
- Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://psycnet.apa.org/doi/10.1037/0022-3514.84.4.822
- Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13(2), 79-91. https://doi.org/10.1177/1533210108316307
- Collier, J. E. (2020). Applied structural equation modeling using AMOS basic to advanced techniques. Routledge.
- Creswell, J. W., & Guetterman, T. C. (2019). Educational research planning, conducting and evaluating quantitative and qualitative research. Pearson.
- Çelik, B. B., & Dikmenli, Y. (2021). Sınıf öğretmeni adaylarının yaratıcı ve yansıtıcı düşünme eğilimlerinin incelenmesi [Investigating creative and reflective thinking trends of class teacher candidates]. Journal of Anatolian Cultural Research, 5(1), 46-65.
- Demir, S. (2015). Perception of scientific creativity and self-evaluation among science teacher candidates. Journal of Education and Practice, 6(18), 181-183. https://core.ac.uk/download/pdf/234637559.pdf
- Demir, T., & Arslan, A. (2021). Öğretmenlerin yansıtıcı düşünme eğilimleri, demokratik davranışları ve 21. yüzyıl öğreten becerilerinin CHAID analizi yöntemi ile incelenmesi [Examining teachers' reflective thinking tendencies, democratic behaviors and 21st century teacher skills by CHAID analysis method]. Karaelmas Journal of Educational Sciences, 9(1), 184-203. https://dergipark.org.tr/tr/download/article-file/1779247
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- Duban, N., & Yelken, T. Y. (2010). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ve yansıtıcı öğretmen özellikleriyle ilgili görüşleri [in Turkish]. Journal of Çukurova University Social Sciences Institute, 19(2), 343-360.
- Edwards, C. H. (2008). Classroom discipline and management. John Wiley & Sons.
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- Ersözlü, Z. N., & Arslan, M. (2009). The effect of developing reflective thinking on metacognitional awareness at primary education level in Turkey. Reflective Practice, 10(5), 683-695. http://dx.doi.org/10.1080/14623940903290752
- 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.
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- 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
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- 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
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Yıl 2024,
Cilt: 13 Sayı: 2, 135 - 149, 30.06.2024
Savaş Varlık
,
Fadimana Varlık
Kaynakça
- Aguirre-Urreta, M. I., & Hu, J. (2019). Detecting common method bias: Performance of the Harman's single-factor test. ACM SIGMIS database: The DATABASE for Advances in Information Systems, 50(2), 45-70. http://dx.doi.org/10.1145/3330472.3330477
- Altın, M., & Saracaloğlu, A. S. (2018). Yaratıcı, eleştirel ve yansıtıcı düşünme: Benzerlikler-farklılıklar [Creative, critical and reflective thinking: Similarities-differences]. International Journal of Contemporary Educational Studies, 4(1), 1-9.
- Arslan, M. (2007). Eğitimde yapılandırmacı yaklaşımlar [Constructivist approaches in education]. Ankara University Journal of Faculty of Educational Sciences (JFES), 40(1), 41 61. http://dx.doi.org/10.1501/Egifak_0000000150
- Aşkın Tekkol, İ., & Bozdemir, H. (2018). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ile eleştirel düşünme becerilerinin incelenmesi [An investigation of reflective thinking tendencies and critical thinking skills of teacher candidates]. Kastamonu Education Journal, 26(6), 1897-1907. https://doi.org/10.24106/kefdergi.2211
- Baysal, Z. N., & Demirbaş, B. (2012). A study of the relationship between the mindful attention awareness of candidate primary school teachers and their reflective thinking tendency. Journal of Research in Education and Teaching, 1(4), 12-20. http://www.jret.org/FileUpload/ks281142/File/02a._demirbas.pdf
- Beghetto, R. A., & Kaufman, J. C. (2010) (Eds.). Nurturing creativity in the classroom. Cambridge University Press.
- Blair, G., Coppock, A., & Humphreys, M. (2023). Research design in the social sciences: declaration, diagnosis, and redesign. Princeton University Press.
- Boden, M. A. (1996). Dimensions of creativity. The MIT Press.
- 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
- Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://psycnet.apa.org/doi/10.1037/0022-3514.84.4.822
- Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13(2), 79-91. https://doi.org/10.1177/1533210108316307
- Collier, J. E. (2020). Applied structural equation modeling using AMOS basic to advanced techniques. Routledge.
- Creswell, J. W., & Guetterman, T. C. (2019). Educational research planning, conducting and evaluating quantitative and qualitative research. Pearson.
- Çelik, B. B., & Dikmenli, Y. (2021). Sınıf öğretmeni adaylarının yaratıcı ve yansıtıcı düşünme eğilimlerinin incelenmesi [Investigating creative and reflective thinking trends of class teacher candidates]. Journal of Anatolian Cultural Research, 5(1), 46-65.
- Demir, S. (2015). Perception of scientific creativity and self-evaluation among science teacher candidates. Journal of Education and Practice, 6(18), 181-183. https://core.ac.uk/download/pdf/234637559.pdf
- Demir, T., & Arslan, A. (2021). Öğretmenlerin yansıtıcı düşünme eğilimleri, demokratik davranışları ve 21. yüzyıl öğreten becerilerinin CHAID analizi yöntemi ile incelenmesi [Examining teachers' reflective thinking tendencies, democratic behaviors and 21st century teacher skills by CHAID analysis method]. Karaelmas Journal of Educational Sciences, 9(1), 184-203. https://dergipark.org.tr/tr/download/article-file/1779247
- Dewey, J. (1998). Experience and education. Kappa Delta Pi.
- Dover, P. A., & Dierk, U. (2009). The role of managers, entrepreneurs and leaders in sustaining the organization. Creativity, Innovation and Management, 1(2),12-34. https://www.fm-kp.si/zalozba/ISBN/978-961-266-047-5/abstracts/MIC4232.pdf
- Duban, N., & Yelken, T. Y. (2010). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ve yansıtıcı öğretmen özellikleriyle ilgili görüşleri [in Turkish]. Journal of Çukurova University Social Sciences Institute, 19(2), 343-360.
- 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.
- Ersözlü, Z. N., & Arslan, M. (2009). The effect of developing reflective thinking on metacognitional awareness at primary education level in Turkey. Reflective Practice, 10(5), 683-695. http://dx.doi.org/10.1080/14623940903290752
- 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
- McKee, A., Johnston, F., & Massimilian, R. (2006). Mindfulness, hope and compassion: A leader's road map to renewal. Ivey Business Journal, 70(5), 1-5.
- Mertens, D. M. (2023). Mixed methods research. Bloomsbury Academic.
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