The role of mindfulness in predicting individual performance.

Shao, Ruodan; Skarlicki, Daniel P.

doi:10.1037/a0015166

Cited by 74 publications

(41 citation statements)

References 51 publications

(59 reference statements)

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“…Furthermore, a mindfulness approach might be of help by training students to focus on the present moment and to envision situations objectively, which should help them see future events and challenges, like academic exams in a more neutral/positive light rather than as potential disasters and catastrophes. The results of a study on the positive associations between mindfulness and performance among young adults support this approach (Shao & Skarlicki, 2009). Another important ingredient for preventing chronic stress could be to increase their awareness of the importance of sleep and recovery (Söderström et al, 2004).…”

Section: Discussionmentioning

confidence: 75%

Chronic Stress and Its Consequences on Subsequent Academic Achievement among Adolescents

Schraml¹,

Perski²,

Grossi³

et al. 2012

JEDP

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Chronic stress has been associated with severe stress-related symptoms not only among adults but also among adolescents. The aim of the study was to investigate if chronic stress has implications for adolescents' academic achievement. 270 high school students answered a questionnaire on stress symptoms on two occasions, at the beginning and at the end of high school. Those who perceived severe stress symptoms at both time points finished high school with significantly worse final grades than those who reported experiencing stress at only one or none of the time points. The risk for chronic stress was increased among adolescents with low global self-esteem, who perceived high demands and reported their self-rated health to be poor and their sleep duration to be insufficient. The results suggest that the early prevention of chronic stress is critical since, if left untreated, it can have serious consequences on young people's future health and career possibilities.

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Section: Discussionmentioning

confidence: 75%

Chronic Stress and Its Consequences on Subsequent Academic Achievement among Adolescents

Schraml¹,

Perski²,

Grossi³

et al. 2012

JEDP

View full text Add to dashboard Cite

show abstract

“…In addition to mindfulness being related to lower turnover intentions, research suggests that more mindful employees also show greater task performance (Dane & Brummel, 2014;Reb et al, 2015;Shao & Skarlicki, 2009). Beal, Weiss, Barros, and MacDermid (2005) argue that affective processes, such as rumination, arousal, or emotional exhaustion take attentional resources away from the task at hand, thus negatively influencing performance.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Emotional Exhaustion in the Relationship of Mindfulness with Turnover Intentions and Job Performance

et al. 2016

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AcknowledgementsThe authors wish to thank Lisa Moynihan posthumously for her contributions in conceptualizing an earlier version of this manuscript. AbstractThe role of mindfulness in the workplace has emerged as a legitimate and growing area of organizational scholarship. The present research examined the role of employee emotional exhaustion in mediating the relationship of mindfulness with turnover intentions and task performance. Drawing on theory and empirical research on both organizational behavior and mindfulness, we predicted that more mindful employees would show lower turnover intentions and higher task performance and that these relationships would be mediated by emotional exhaustion. We tested these hypotheses in two field studies in an Indian context. Study 1 was a field study of call center employees of a multinational organization, an industry in which turnover rates are very high. This study found that mindfulness was associated with lower turnover intentions and less emotional exhaustion, and that emotional exhaustion mediated the relationship between mindfulness and turnover intentions. Study 2 replicated these results in a sample of employees based in major Indian cities and drawn from different industries. In addition, it showed that mindfulness was positively related to supervisor-rated task performance, with emotional exhaustion again playing a mediating role. We discuss theoretical and practical implications of our findings, as well as future research directions.

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“…Other correlational studies compared individual mindfulness baseline with academic performance and found a direct correlation between mindfulness attention and academic success (Martín, Leon & Vicente, 2007). The relationship between mindfulness and task performance is currently being tested in a large number of studies and results tend to confirm the hypothesis that mindfulness training enhances performance, particularly in sports (Cranson et al, 1991;Sugiura, 2003;Oyan, 2006;Moore & Malinowski, 2009;Shao & Skarlicki, 2009). …”

Section: Academic and Sport Performancementioning

confidence: 90%

“…Significant enhancement in academic performance has been appreciated in experimental groups submitted to training in meditation with respect to control groups showing no significant improvement (Beauchemin, Hutchins & Patterson, 2006;Shao & Skarlicki 2009). Other correlational studies compared individual mindfulness baseline with academic performance and found a direct correlation between mindfulness attention and academic success (Martín, Leon & Vicente, 2007).…”

Section: Academic and Sport Performancementioning

confidence: 99%

Mindfulness training for interpreting students

Ivars

Calatayud

2013

Lebende Sprachen

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In this work we present the results of a study aimed at increasing performance quality in conference interpreting trainees through the development of the attention-regulatory practice of mindfulness. A review of the basic concepts of attention is presented as well as a review of the role of attention in interpreting as an extremely cognitive demanding task. The authors also introduce and review the concept of mindfulness from a theoretical and empirical perspective. Stress in interpreting is also addressed as a factor that may influence performance. An experimental study is presented in which focused attention practices are compared to relaxation practices in relation to performance in interpreting trainees.

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The role of mindfulness in predicting individual performance.

Cited by 74 publications

References 51 publications

Chronic Stress and Its Consequences on Subsequent Academic Achievement among Adolescents

Chronic Stress and Its Consequences on Subsequent Academic Achievement among Adolescents

The Mediating Role of Emotional Exhaustion in the Relationship of Mindfulness with Turnover Intentions and Job Performance

Mindfulness training for interpreting students

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