Browsing by Subject "WELL"

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  • Beattie, Marguerite; Hankonen, Nelli; Salo, Gloria; Knittle, Keegan; Volanen, Salla-Maarit (2019)
    For mindfulness programs to have sustained benefits, participants should continue to practice mindfulness independently. Behavioral theories have been used to predict and change other health behaviors, but have rarely been applied to mindfulness practice. This research aimed to identify predictors/determinants of sustained mindfulness practice after a school-based mindfulness program (Study 1) and to develop and test a booster intervention to increase mindfulness practice (Study 2). These studies were embedded in a larger trial evaluating a school-based mindfulness program involving 12-15year-olds (Healthy Learning Mind, HLM). Study 1 examined theory-based predictors of mindfulness practice among participants in Batch 1 of the HLM trial (n=310). These findings were used to develop a brief motivational booster intervention, which Study 2 evaluated in a within-trial cluster-randomized controlled trial in Batch 3 of the HLM trial (HLM Only arm n=177; HLM+booster arm n=152). In Study 1, 40% of youths reported having practiced mindfulness ata 6-month follow-up. The perception that peers were practicing mindfulness exercises predicted mindfulness practice (=.497, p=.002), and a key self-reported reason for non-practice was that they did not find mindfulness useful. The booster intervention (designed to specifically target these descriptive norms and outcome expectations) demonstrated some positive trends in the determinants of mindfulness practice, but did not increase mindfulness practice. The limited effectiveness of the booster intervention might be explained by the minimal contact time of the booster intervention or its delivery in the later lessons of HLM. This study demonstrates how behavior change theories can be applied to help promote independent mindfulness practice outside of intervention settings.
  • Nilsson, Sofia; Henschel, Henning; Scotti, Gianmario; Haapala, Markus; Kiriazis, Alexandros; Boije af Gennäs, Gustav; Kotiaho, Tapio; Yli-Kauhaluoma, Jari (2019)
    We have identified the most likely reaction mechanism for oxidizing heptafulvenes to the corresponding tropones by experimental and theoretical investigations. The experimental studies were done by coupling a three-dimensional printed miniaturized reactor with an integrated electrospray ionization needle to a mass spectrometer. Using the experimentally observed ions as a basis, nine alternative reaction pathways were investigated with density functional theory calculations. The lowest energy reaction pathway starts with the formation of an epoxide that is opened upon the addition of a second equivalent of the oxidizing species meta-chloroperoxybenzoic acid. The adduct formed then undergoes a Criegee-like rearrangement to yield a positively charged hemiketal, which on deprotonation dissociates into acetone resembles a Hock-like rearrangement. and tropone. Overall, the reaction mechanism resembles a Hock-like rearrangement.
  • Romano, Luciano; Tang, Xin; Hietajärvi, Lauri; Salmela-Aro, Katariina; Fiorilli, Caterina (2020)
    The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.