How does brief guided mindfulness meditation enhance empathic concern in novice meditators?: A pilot test of the suggestion hypothesis vs. the mindfulness hypothesis

From mindfulness to work engagement: The mediating roles of work meaningfulness, emotion regulation, and job competence

Drawing from the grounded theory of work engagement, this research aims to explore three essential yet previously unexamined pathways-work meaningfulness, emotion regulation, and job competence in simultaneously transmitting the effects of mindfulness training to employee experience of work engagement. We employed a six-wave quasi-experimental design and recruited 129 employees (77 from experimental group and 59 from control group) to participate in the quasi-experiment, and tested our simultaneous mediating models using the structural equation modeling. Results showed that mindfulness facilitated employees' work meaningfulness, emotion regulation, and job competence, which in turn enhanced employee work engagement. By doing so, we add to the mindfulness literature by showing that the three essential psychological states are important machanims that link mindfulness to work engagement. Practicially, this research reveals that mindfulness training is an effective tool to influence employees' psychological states (e.g., meaningfulness, competence), which ultimately develop their work engagement in the workplace.

The Differential Impact of Acute Exercise and Mindfulness Meditation on Executive Functioning and Psycho-Emotional Well-Being in Children and Youth With ADHD

This study investigated how acute exercise and mindfulness meditation impacts executive functioning and psycho-emotional well-being in 16 children and youth with ADHD aged 10-14 (male = 11; White = 80%). Participants completed three interventions: 10 min of exercise, 10 min of mindfulness meditation, and 10 min of reading (control). Before and after each intervention, executive functioning (inhibitory control, working memory, task-switching) and psycho-emotional well-being (mood, self-efficacy) were assessed. Mindfulness meditation increased performance on all executive functioning tasks whereas the other interventions did not (d = 0.55-0.86). Exercise enhanced positive mood and self-efficacy whereas the other interventions did not (d = 0.22-0.35). This work provides preliminary evidence for how acute exercise and mindfulness meditation can support differential aspects of executive and psycho-emotional functioning among children and youth with ADHD.