Although predicted by theory, there is no direct evidence that an animal can define an arbitrary location in space as a coordinate location on an odor grid. Here we show that humans can do so. Using a spatial match-to-sample procedure, humans were led to a random location within a room diffused with two odors. After brief sampling and spatial disorientation, they had to return to this location. Over three conditions, participants had access to different sensory stimuli: olfactory only, visual only, and a final control condition with no olfactory, visual, or auditory stimuli. Humans located the target with higher accuracy in the olfaction-only condition than in the control condition and showed higher accuracy than chance. Thus a mechanism long proposed for the homing pigeon, the ability to define a location on a map constructed from chemical stimuli, may also be a navigational mechanism used by humans.

Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled from a previously attended lecture, which was controlled for in subsequent analyses for trait resiliency and trait mindfulness. Participants placed in the mindfulness meditation condition recalled significantly more information than participants who were placed in the audiobook listening condition, even when controlling for resiliency and mindfulness. Future directions are suggested in an attempt to expand the literature and research around higher education, mindfulness and individual differences.

Previous research acknowledges that prolonged social media use is associated with several negative psychological consequences, including higher levels of depression, anxiety, and stress. In order to protect individuals from social stressors, research illustrates the role that self-compassion can play, with individuals high in self-compassion reporting greater emotional wellbeing; hence, proposing self-compassion could be a trait that is positively related to social media use. This research aimed to investigate the relationship between Instagram use and self-compassion, and whether this relationship can be explained through the relation to psychological wellbeing (depression, anxiety, and stress). A cross-sectional study was conducted to investigate this relationship amongst young adults (n = 173), utilizing a revised version of The Multidimensional Facebook Intensity Scale to explore Instagram, The Self-Compassion Scale, and the Depression, Anxiety, and Stress Scale. Instagram intensity appeared to influence psychological wellbeing, with participants who spent more time on Instagram reporting poorer psychological wellbeing. Whilst higher levels of self-compassion were associated with lower levels of reported depression, anxiety, and stress, the relationship between Instagram intensity and self-compassion was not mediated to the extent as expected by wellbeing. Possible explanations and future directions are discussed as to what could explain the positive relationship between self-compassion and Instagram use.

The number of teachers leaving the profession continues to increase at a worrying rate. Factors contributing to this include burnout, heightened levels of stress, anxiety and depression. The current study tested whether the use of mindful colouring would translate to improvements in wellbeing. Teachers from the UK (n = 35) were randomly assigned to a colouring mindfulness-based intervention or waitlist group. Participants completed four scales (burnout, wellbeing, resilience and mindfulness) and participated in a 5-day intervention of daily mindfulness colouring or continued their working week as usual. Results of repeated-measures ANOVA showed statistically significant lower levels of burnout, stress, depressive symptoms and anxiety in the mindfulness colouring condition, as well as increased levels of resilience and mindfulness. Findings from the current study support the use of mindfulness colouring to significantly enhance levels of wellbeing in teachers. The study also presents an inexpensive, highly accessible and effective self-help tool for this targeted non-clinical population.

Universities are facing a difficult challenge in supporting good mental health whilst striving to enhance academic performance. The present study aimed to specifically investigate the relationship between attitudinal and personality constructs that are associated with wellbeing and to explore their association with student academic outcomes. Two-hundred and six undergraduate students were recruited and were given questionnaires measuring mindfulness, self-compassion, resiliency, procrastination, consideration of future consequences, self-criticism and social comparison. At the end of the academic year, the researchers accessed their academic records and documented their academic performance. Results indicated that there are strong, clear associations between better academic performance and higher resiliency, mindfulness, self-compassion and consideration of future consequences, and negative associations to procrastination. We concluded that there is a clear gain to be had in academic performance through enhancing these elements using appropriate interventions which are user friendly, affordable and can be embedded into existing student learning and support to reinforce adaptive coping and life skills.