臺灣博碩士論文加值系統

近年來從東方佛禪角度切入的正念，對於自我調節與工作記憶表現的提升扮演重要角色。然而，以往研究多聚焦於成年人與正念之研究，對於正念在青少年與教育實踐、應用的可能性仍有很大發展空間。據此，本研究嘗試將此概念引入青少年學習場域中，一來探討正念對於青少年心理健康的關聯性，二來以認知工作記憶角度切入，了解正念對青少年數學表現的影響。
本研究進行三個研究：研究一針對青少年之正念與生活滿意度、心理憂鬱程度、青少年復原力程度、正負向情緒狀況等四項因素進行相關分析，以了解青少年心理健康與正念之關聯性；研究二則控制五因素人格特質的影響，從記憶廣度的中介歷程進行分析，探討正念對於青少年數學表現的預測力；研究三探究課堂中正念練習，對青少年數學表現、工作記憶及心理健康造成的影響效果。整體而言，在青少年階段，我們確認中文版止觀覺察注意量表在青少年之適用性，以及正念與數學表現之連結，且以語音記憶廣度作業檢測為前提下，數學學習當下訊息刺激的注意力接收與語音迴路處理的重要性，大於工作記憶中中央控制系統對於注意力的轉換及抑制處理。在三分鐘正念練習介入結果方面，雖然無法有效降低學生數學焦慮，對於工作記憶中語音迴路能力之提升，亦無明顯效果，但對於學生數學成果的展現，確有實質上的幫助，且研究結果指出，此法為不需要特別程度的先備正念，即可達正念提升效果之練習，對於青少年數學表現亦有所助益，雖然對於整體工作記憶之影響效能不若八週正念練習，數學焦慮改善效益亦不似長期正念練習明顯，但整體而言，三分鐘正念練習對於學生數學成果的展現，確有實質上的幫助，可供教育現場老師執行正念時之參考。

Mathematics performance in all subject areas plays an important role. Some students in mathematics performance is not satisfactory, most mathematics achievement performance is relative to emotional factors, and mathematical anxiety is the most important one. When mathematics learning, math anxiety students worry variety of mathematically related factors, worry will effects on cognitive resources, and reduce processing math homework working memory capacity, then influence mathematics performance. In recent years, the rise of the concept is mindfulness, the important mechanisms are self-regulation and working memory performance upgrade. The research wants to discuss the relevance of mindfulness and physical and mental state of the country carried out in stages for teenagers, then through mindfulness intervention to improve individual focus on mathematics learning and reduce anxiety, hoping to enhance the mathematical working memory functioning and academic performance.
We proposed three studies: First, we are trying to explore the association between mental health and mindfulness by measuring the mindful awareness attention scale, Satisfaction with Life Scale, Center for Epidemiological Studies Depression Scale, Inventory of Adolescent Resilience, and the Positive and Negative Affect Schedule. Second, controlling the Big-Five factors, analying the mediation process of Digit Span to investigate the prediction of mindfulness to mathematics performance. Third, exploring if the mindfulness practice during class can benefit the math performance, working memory, and mental health. On the whole, we have confirmed the adaptability of Chinese Translation of Mindful Attention Awareness Scale on adolescence stage, and the connection between mindfulness and mathematics. Otherwise, under the premise of phonological digi span task, the importance of current message stimulated by attention received and phonological loop processed are greater than the working memory in the central control system for attention to the conversion and suppression processing.
In the aspect of three minutes mindfulness practice intervention, there having no obvious effect in reducting mathematical anxiety and the improvement of phonological loop ability in working memory, but there is indeed a substantial help for the students to show the results of mathematics, we have confirmed that the three-minute mindfulness exercise is a popular approach and does not require a special degree of readiness to improve the learning ability of the adolescence. It can be a reference for teacher when practicing in the educational field.

第一章 緒論 1
第一節 研究動機與目的 1
第二節 名詞釋義 3
第二章 文獻探討 5
第一節 數學表現與工作記憶 5
第二節 正念相關概念 8
第三節 青少年與正念 22
第四節 正念介入青少年學習的方法 26
第五節 青少年正念之測量 30
第六節 以正念介入影響青少年心理健康、數學表現、工作記憶、及數學焦慮之可能 34
第三章 研究一：青少年心理健康與正念關聯性之檢測 41
第一節 研究問題與研究假設 41
第二節 研究方法 42
第三節 研究結果與討論 45
第四章 研究二：青少年數學表現、工作記憶及正念關聯性之檢測 51
第一節 研究問題與假設 51
第二節 研究方法 52
第三節 研究結果與討論 55
第五章 研究三：運用正念練習降低數學焦慮，並提升青少年正念能力、數學表現、工作記憶 63
第一節 研究問題與研究假設 63
第二節 研究方法 64
第三節 研究結果與討論 67
第六章 綜合討論 79
第一節 研究結果討論 79
第二節 研究限制 82
第三節 研究建議 83
參考文獻 87
一、中文文獻 87
二、英文文獻 91

附錄
附錄1：正念與心理適應量表 121
附錄2：正念與五因素人格特質量表 126
附錄3：記憶廣度作業 128
附錄4：數學焦慮量表 132

表次
表2-1：正念研究的主要領域 9
表2-2：青少年正念研究的主要領域 25
表3-1：研究樣本人數分佈 42
表3-2：正念與心理健康指標與性別之相關資料 46
表3-3：正念與心理健康指標與年齡之相關資料 46
表3-4：正念與心理適應指標之相關矩陣 47
表4-1：研究樣本人數分佈 52
表4-2：數學表現、正念與五因素人格特質、工作記憶之性別相關資料 55
表4-3：數學表現、CMAAS、工作記憶與五因素人格量表分量表之皮爾森相關分析矩陣 57
表4-4：五因素人格特質、正念、數學表現與工作記憶之多元迴歸分析 58
表5-1：研究樣本人數分佈 64
表5-2：實驗組與控制組在正念、工作記憶、數學焦慮、數學表現之敘述統計資料 68
表5-3：正念二因子變異數分析 69
表5-4：正念主要效果分析 70
表5-5：正念三因子變異數分析 71
表5-6：工作記憶二因子變異數分析 72
表5-7：數學焦慮二因子變異數分析 72
表5-8：數學表現二因子變異數分析 73
表5-9：數學表現主要效果分析 74
表5-10：數學表現三因子變異數分析 75

圖次
圖2-1：研究架構圖 39
圖4-1：研究二分析模式圖 54
圖4-2：正念、工作記憶與數學表現之中介模式圖 59
圖5-1：研究三分析模式圖 66
圖5-2：組別×前後測之正念分數交互作用 69
圖5-3：組別×數學表現前後測分數交互作用 74

一、中文文獻
王秀美、李長燦（民100）。五大人格特質量表中文版之信效度研究。論文發表於美和科技大學舉辦之「社會服務與休閒產業」研討會，屏東縣。
朱柏宇(民100)。教師魅力對國中學生數學焦慮與數學自信之影響(未出版之碩士論文)。國立中興大學，台中市。
何名容（民92）。持戒清淨對於天台止觀修證之重要性-以智顗《摩訶止觀》之論述為中心(未出版之碩士論文)。國立政治大學，台北市。
李子圓（民99）。天台智顗之止觀與智的現象學(未出版之碩士論文)。國立政治大學，台北市。
李玉琇、Gathercole、王馨敏(民100)。工作記憶在教室中的應用。應用心理研究，52，37-55。
杜蜀芬(民102)。正念療癒團體效益之探究-以在職進修之國小教師為例(未出版之碩士論文)。國立臺北教育大學，台北市。
林子涵（民99）。智者大師止觀思想之形成—以《釋禪波羅蜜次第法門》為線索(未出版之碩士論文)。玄奘大學，宜蘭縣。
林利珊(民103)。心理助人工作者長期實踐正念對其專業成長之探究(未出版之碩士論文)。暨南大學，南投縣。
林鈺傑(民102)。初探正念取向心理治療歷程之整合架構。中華心理衛生學刊，26(3)，395-442。
姜義勝(民103)。禪修正念對從事高等教育工作者影響之研究(未出版之博士論文)。暨南大學，南投縣。
洪安嫻(民100)。國中英語教師與學生對於文法教學與錯誤訂正信念之研究(未出版之碩士論文)。政治大學，台北市。
洪榮鴻(民99)。高中職學生正向心理、自我期望與生活適應之相關研究(未出版之碩士論文)。臺東大學，台東市。
胡君梅(民100)。正念減壓團體訓練課程之行動研究(未出版之碩士論文)。國立臺北教育大學，台北市。
胡君梅(民104年3月22日）。華人正念減壓中心教育影片【Youtube影音資料】。取自 https://www.youtube.com/watch?v=eXYUyRV3IM0。
崔敬茹(民105)。正念練習團體對國際學生壓力適應的影響(未出版之碩士論文)。玄奘大學，宜蘭縣。
張仁和(民102)。正念與心理彈性(未出版之博士論文)。臺灣大學，台北市。
張仁和、林以正、黃金蘭(民100)。中文版「止觀覺察注意量表」之信效度分析。測驗學刊，正向心理特質的測量專刊，235-260。
張仁和、黃金蘭、林以正(民102)。從情緒平和與止觀探討心理位移日記書寫方法的療癒機制。教育心理學報，44(3)，589-607。
張淑慧(民96)。中輟輔導的思考－談中輟少年的復原力。中等教育，58(5)，56-73。
張雅期(民103)。自我慈悲、關聯式自我構念與幸福感之關聯性研究(未出版之碩士論文)。淡江大學，新北市。
莊家麒（民101）。曉雲導師止觀禪學思想及化導研究(未出版之碩士論文)。華梵大學，新北市。
連英華（民101）。宗喀巴《菩提道次第華梵大學，新北市。廣論》之止觀思想與實踐(未出版之碩士論文)。輔仁大學，新北市。
郭濟源（民101）。《六祖壇經》般若三昧與《摩訶止觀》非行非坐三昧在修學思想上的比較研究(未出版之博士論文)。華梵大學，新北市。
陳乃腕（民99）。智顗大師圓頓止觀法門研究(未出版之博士論文)。中央大學，中壢市。
陳怡芳、 林怡君、 胡中宜(民103)。復原力增進方案在少女安置機構之應用與反思。中華輔導與諮商學報，41，93-121。
陳俊明（民103）。《摩訶止觀》之懺悔思想研究(未出版之碩士論文)。南華大學，嘉義縣。
陳麗君(民105)。自我對話對國小學童動作技能表現的影響：止觀人格特質的調節作用(未出版之碩士論文)。國立體育大學，台北市。
彭譯箴、沈緯鈞(民105)。運動正念量表之中文化與修訂。體育學報，49(1)，39-58。
曾佩雯(民104)。國中生的認知錯誤、憂鬱及自傷頻率：正念的調節角色探討(未出版之碩士論文)。亞洲大學，台中市。
游芙雅(民102)。自我批評、自我疼惜與反芻反應風格和憂鬱的關聯研究(未出版之碩士論文)。中原大學，中壢市。
黃詩芸(民104)。青少年版正念量表中文化研究(未出版之碩士論文)。國立臺北教育大學，台北市。
黃鳳英、吳昌衛、 釋惠敏、釋果暉、趙一平、戴志達(民104)。「臺灣版五因素正念量表」之信效度分析。測驗學刊，62(3)，231-260。
楊國寬（民104）。宗喀巴止觀實修方法之研究-以《菩提道次第廣論》為主(未出版之博士論文)。國立政治大學，台北市。
楊綺育（民95）。《修習止觀坐禪法要》之研究(又名小止觀、童蒙止觀)(未出版之碩士論文)。玄奘大學，宜蘭縣。。
溫宗堃(民102a)。正念減壓的根源與作用機轉：一個佛教學的觀點。新世紀宗教研究，12(2)，27-48。
溫宗堃(民102b)。西方正念教育概觀：向融入正念訓練於我國教育邁進。生命教育研究，5(2)，145-180。
詹雨臻、葉玉珠、彭月茵、葉碧玲(民98)。「青少年復原力量表」之發展。測驗學刊，56(4)，491-518。
詹淑媛(民100)。正向心理團體方案對四年級單親兒童自我概念與正向情緒之輔導效果(未出版之碩士論文)。臺東大學，台東市。
蔡茹婷(民103)。青少年的獨處偏好與獨處能力：正念的調節效果(未出版之碩士論文)。中原大學，中壢市。
鄧瑞瑋(民103)。兒童正念教育課程之成效研究--以臺北市某國小中年級學童為例(未出版之碩士論文)。國立臺北教育大學，台北市。
鄭雅之(民102)。人格特質及作業執行情形對正念療法成效之預測(未出版之碩士論文)。中山醫學大學，台中縣。
盧其成、謝碧玲、白安富 、蔡協利 、林正昇 (民101)。「內觀五面向量表」之效度分析初探—以南部某戒治所收容人為例。臨床心理學刊，6(1)，35-35。
賴奉助（民97）。止觀修學方法之研究－以《大乘止觀法門》及《菩提道次第略論》的對照觀點為依據(未出版之碩士論文)。華梵大學，新北市。
薛秀宜、陳利銘、洪佩圓（民95）。人格理論新紀元：人格五因素模式之測驗工 具與其研究應用：教育人力與專業發展。研習資訊，23(1)，109-117。
蘇倫慧(民105)。心理劇介入對憂鬱傾向大學生之成效研究(未出版之博士論文)。國立彰化師範大學，彰化市。
蘇倫慧、賴志超(民103)。四諦正念調適模式在專業助人工作者中的意涵。臺灣諮商心理學報，2(2)，77-100。
釋有紀（民99）。《華嚴五教止觀》中<事理圓融門>的圓融思想(未出版之碩士論文)。華嚴專宗學院，台北市。
釋宗白(民100)。諮商心理師參與禪修正念團體的經驗知覺與影響之研究(未出版之博士論文)。臺灣師範大學，台北市。
釋宗白、金樹人(民99)。止觀、無住-「禪修正念團體」對實習諮商心理師自我關注與諮商實務影響之初探研究。教育心理學報，42(1)，163-184。
釋圓貌（民104）。《瑜伽師地論．聲聞地》止觀探討(未出版之博士論文)。華梵大學，新北市。
二、英文文獻
Aitcheson, R. J., Abu-Bader, S. H., Howell, M. K., Khalil, D., & Elbedour, S. (2017). Resilience in Palestinian Adolescents Living in Gaza. Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 36-43.
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143–150.
Alloway, T. P., & Gathercole, S. E. (2007). Automated working memory assessment. London, UK: Harcourt Assessment.
Alloway, T. P., Gathercole, S. E., & Kirkwood, H. J. (2008). The working memory rating scale. London, UK: Psychological Corporation.
Allport, G. W., & Odbert, H. S. (1936). Trait-names: A psycho-lexical study. Princeton, N.J: Psychological Review Company.
Anderson, N. D., Lau M. A., Segal, Z.V., & Bishop, S.R. (2007). Mindfulness-based stress reduction and attentional control. Clinical Psychology and Psychotherapy, 14, 449-463.
Ashcraft, M. H. (2002). Math anxiety: Personal educational and cognitive consequences. Current Directions in Psychological Science, 11, 181–185.
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, mathematics anxiety, and performance. Journal of Experimental Psychology: General, 130, 224–237.
Ashcraft, M.H., & Krause, J. A. (2007) Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14 , 243-248.
Astin, J. (1997). Stress reduction through mindfulness meditation: Effects on psychological symptomatology, sense of control, and spiritual experiences. Psychotherapy and Psychosomatics, 66, 97–106.
Baddeley, A. D. (1986). Working Memory. Oxford : Oxford University Press.
Baddeley, A. D. (1992). Working memory. Science, 255, 556-559.
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice, 10, 125-143.
Baer, R. A. (2006). Mindfulness-based Treatment Approaches. London: Elsevier Inc.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on life
Barlow, D. H., & Craske, M. G. (2000). Mastery of your anxiety and panic (3rd ed.). New York: Psychological Corporation.
Barnes, S., Brown, K. W., Krusemark, E., Campbell, W. K., & Rogge, R. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family Therapy, 33, 482-500.
Baumeister, R. F., Heatherton, T. F., & Tice, D.M. (1994). Losing control: How and why people fail at self-regulation. Academic Press.
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13, 34–45.
Beedie, C. J., & Lane, A.M. (2012). The role of glucose in self-control another look at the evidence and an alternative conceptualization. Personality and Social Psychology Review, 16, 143–153.
Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in Psychological Science, 17, 339 –343.
Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail Working memory and “choking under pressure” in math. Psychological Science, 16, 101–105.
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of Experimental Psychology Learning Memory & Cognition, 33, 983–998.
Benet-Martínez, V., & John, O. (1998). Los Cinco Grandes across cultures and ethnic groups: Multitrait-multimethod analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology, 75, 729–750.
Berch, D. B. (2008). Working memory and mathematical cognitive development: limitations of limited-capacity resource models. Developmental Neuropsychology, 33, 427−446.
Besharat, M. A. (2009). Reliability and Validity of a short form of the Mental Health Inventory in an Iranian population. Forensic Medicine, 54, 87-91.
Betz, N. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441–448.
Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, D. (2004). Mindfulness: A proposed definition. Clinical Psychology: Science and Practice, 11, 230–241.
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911.
Blankenship, T. L., O'Neill, M., Ross, A., & Bell, M. A. (2015). Working memory and recollection contribute to academic achievement. Learning and Individual Differences, 43, 164-169.
Bolognini, M., Plancherel, B., Bettechart, W., & Halfon, O. (1996). Self-esteem and mental health in early adolescence. Journal of Adolescence, 19, 233–245.
Bowlin, S. L., Baer, R. A. (2012). Relationships between mindfulness, self-control, and psychological functioning. Personality and Individual Differences, 52, 411–415.
Breslin, F., Zack, M., & McMain, S. (2002). An information processing analysis of mindfulness: Implications for relapse prevention in the treatment of substance abuse. Clinical psychology: Science and Practice, 9, 275-299.
Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T. R., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Phychology, 52, 263-278.
Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: a pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35–46.
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.
Brunyé, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A., & Kanarek, R. B. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.
Bugenthal, J. F. T. (1987). The art of the psychotherapist. New York: Norton.
Burrow-Sánchez, J. J., Corrales, C., Jensen, C. O., & Meyers, K. (2014). Resilience in a Sample of Mexican American Adolescents With Substance Use Disorders. Psychol Assess , 26(3), 1038 –1043.
Byrne, B. (2000). Relationship between anxiety, fear, self-esteem and coping strategies in adolescence. Adolescence, 35 , 215–301.
Byrne, B. M., & Shavelson, R. J. (1996). On the structure of social self-concept for pre- early, and late adolescents: A test of the Shavelson, Hubner, and Stanton (1976) model. Journal of Personality and Social Psychology, 70, 599–613.
Carl, J. R., Soskin, D. P., Kerns, C., & Barlow, D. H.(2013). Positive emotion regulation in emotional disorders: A theoretical review. Clinical Psychology Review, 33, 343-360.
Carver, C. S., & Scheier, M. F. (1981). The self-attention-induced feedback loop and social facilitation. Journal of Experimental Social Psychology, 17, 545-568.
Carver, C. S., & Scheier, M. F. (1982). Control theory: A useful conceptual framework for personality–social, clinical, and health psychology. Psychological Bulletin, 92, 111-135.
Cecchet, S. J., and Thoburn, J. (2014). The Psychological Experience of Child and Adolescent Sex Trafficking in the United States: Trauma and Resilience in Survivors, Psychological Trauma: Theory, Research, Practice, and Policy, 6(5), 482-493.
Chan, D., & Woollacott, M. (2007). Effects of Level of Meditation Experience on Attentional Focus: Is the Efficiency of Executive or Orientation Networks Improved. The Journal of Alternative And Complementary Medicine, 13, 651–657.
Chien, C. C. & Cheng, T. A. (1985). Depression in Taiwan: Epidemiological survey utilizing CES-D. Psychiatria et Neurologia Japonica, 87(5), 335-338.
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31, 449-464.
Chiu, L., & Henry, L. L. (1990). Development and validation of the mathematics anxiety scale for children. Measurement and Evaluation In Counseling And Development, 23(3), 121-27.
Cisler, J.M., Bacon, A.K., & Williams, N.L. (2009). Phenomenological characteristics of attentional biases towards threat: a critical review. Cognitive Therapy and Research, 33, 221–234.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149–210.
Colby, A., Kohlberg, L., Gibbs, J., & Lieberman, M. (1983). A longitudinal study of moral judgment. Monographs of the Society for Research in Child Development, 48, 1–124.
Connor-Smith, J. K., & Flachsbart, C. (2007). Relations between personality and coping: A meta-analysis. Journal of Personality and Social Psychology, 93(6), 1080-1107.
Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews Neuroscience, 3, 201–215.
Cowan, N., Naveh-Benjamin, M., Kilb, A., & Saults, J. S. (2006). Lifespan development of visual working memory: When is feature binding difficult? Developmental Psychology, 42, 1089 –1102.
De Fruyt, F., IMervielde, F., Hoekstra, H. A., & Rolland, J. P. (2000). Assessing adolescents' personality with the NEO PI-R. Assessment 7 (4), 329-345.
Deikman, A. (1982). The observing self. Boston: Beacon.
Dennison M. J., Sheridan, M. A., Busso, D. S., Jenness, J. L., Peverill, M., Rosen, M. L., and McLaughlin, K. A. (2016). Neurobehavioral markers of resilience to depression amongst adolescent exposed to child abuse. Journal of Abnormal Psychology, 125(8), 1201–1212.
Derraugh, L. S., Neath, I., Surprenant, A. M., Beaudry, O., & Saint-Aubin, J. (2017). The Effect of Lexical Factors on Recall From Working Memory: Generalizing the Neighborhood Size Effect. Canadian Journal of Experimental Psychology, 71(1), 23-31.
Dewia, S.Y., Wiwieb, M., Sastroasmoroc, S., Irwantod, Purbae, J. S., Pleytef, Mulyonog, W.E.H., Hanimanh, F. (2015). Effectiveness of mindfulness therapy among adolescent with conduct disorder in Jakarta, Indonesia. Procedia - Social and Behavioral Sciences, 165, 62-68.
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55, 34-43.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.
Diener, E., Oishi, S., & Lucas, R. E. (2003). Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life. Annual Review of Psychology, 54, 403-425.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125, 276-302.
Dobkin, P. L., & Zhao, Q. (2011). Increased mindfulness: The active component of the mindfulness–based stress reduction program?. Complementary Therapies in Clinical Practice, 17, 22-27.
Donahue, E. M. (1994). Do children use the Big Five, too? Content and structural form in personality description. Journal of Personality, 62, 45–66.
Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The miniIPIP scales: Tiny-yet-effective measures of the Big Five factors of personality. Psychological Assessment, 18(2), 192-203.
Dubert, C. J., Schumacher, A. M., Locker, L., Gutierrez, A. P., & Barnes, V. A. (2016). Mindfulness and Emotion Regulation among Nursing Students: Investigating the Mediation Effect of Working Memory Capacity. Mindfulness, 7(5), 1061-1070.
Easterbrooks, M. A., Kotake, C., Raskin, M., & Bumgarner, E. (2016). Patterns of Depression Among Adolescent Mothers: Resilience Related to Father Support and Home Visiting Program. American Journal of Orthopsychiatry, 86(1), 61-68.
Ebesutani, C., Okamura, K., Higa-McMillan, C., & Chorpita, B. F. (2011). A Psychometric Analysis of the Positive and Negative Affect Schedule for Children–Parent Version in a School Sample. Psychological Assessment, 23(2), 406-416.
Egeland, B., Carlson, E., & Sroufe L. A. (1993). Resilience as process. Development and Psychopathology, 5, 517-528.
Egloff, B., & Hock, M. (2001). Interactive effects of state anxiety and trait anxiety on emotional Stroop interference. Personality and Individual Differences, 31, 875– 882.
Eisenberg, N., & Morris, A. S. (2004). Moral cognitions and prosocial responding in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 155–188). Hoboken, NJ: Wiley.
Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11, 19 –23.
Engle, R. W., Kane, M. J., & Tuholski, S. W. (1999). Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence and functions of the prefrontal cortex. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 102–134). New York, NY: Cambridge University Press.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309 –331.
Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: Norton.
Erisman, S. M., & Roemer, L. (2010). A preliminary investigation of the effects of experimentally induced mindfulness on emotional responding to film clips. Emotion, 10, 72– 82.
Eysenck, M. W. & Calvo, M. G. (1992).Anxiety and performance: The processing efficiency theory.Cognition and emotion, 6, 409-434.
Eysenck, M. W., Santos, R., Derakshan, N., & Calvo, M. G. (2007). Anxiety and Cognitive Performance: Attentional Control Theory. Emotion, 7, 336 –353.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324- 326.
Fonagy, P., & Target, M. (1996). Playing with reality I: Theory of mind and the normal development of psychic reality. International Journal of Psychoanalysis, 77, 217-233.
Fonagy, P., & Target, M. (1997). Attachment and reflective function: Their role in self-organization. Development and Psychopathology, 9, 679–700.
Fox, E., Russo, R., & Dutton, K. (2002). Attentional bias for threat: Evidence for delayed disengagement from emotional faces. Cognition and Emotion, 16, 355–379.
Fox, E., Russo, R., & Georgiou, G. A. (2005). Anxiety modulates the degree of attentive resources required to process emotional faces. Cognitive, Affective, & Behavioral Neuroscience, 5, 396–404.
Friso-Van den Bos, I., Kolkman, M. E., Kroesbergen, E. H., & Leseman, P. P. M. (2013). Explaining variability: Numerical representations in 4- to 8-year old children. Journal of Cognition and Development, 15, 325–344.
Fronsdal, G. (1998). Insight meditation in the united states: life, liberty, and the pursuit of happiness. In Charles S. Prebish & Kenneth K. Tanaka (Eds), The Faces of Buddhism in America (p.165).
Gerton, B. K., Brown, T. T., Meyer-Lindenberg, A., Kohn, P., Holt, J. L., Olsen, R. K., et al. (2004). Shared and distinct neurophysiological components of the digits forward and backward tasks as revealed by functional neuroimaging. Neuropsychologia, 42, 1781−1787.
Gignac, G. E., & Weiss, L. G. (2015). Digit Span Is (Mostly) Related Linearly to General Intelligence: Every Extra Bit of Span Counts. Psychological Assessment, 27(4), 1312–1323.
Gilbert, D. & Waltz, J. (2010). Mindfulness and health behaviors. Mindfulness, 1, 227–234.
Ginsburg, V., Archambeau, K., Dijck, J. P., Chetail, F., & Gevers, W. (2017). Coding of Serial Order in Verbal, Visual and Spatial Working Memory. Journal of Experimental Psychology: General, 146(5), 632– 650.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. PAR Psychological Assessment Resources.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of personality and social psychology, (Vol. 2, pp. 141- 165). Beverly Hills, CA: Sage.
Goldberg, L. R. (1992) The development of markers of the Big-Five factor structure. Psychological Assessment, 4, 26-42.
Gosling, S., Rentfrow, P. J., & Swann, W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37(6), 504-528.
Grabovac, A. D., Lau M. A., & Willett, B. R. (2011). Mechanisms of Mindfulness: A Buddhist Psychological Model. Mindfulness, 2, 154-166.
Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362.
Guenole, N., & Chernyshenko, O. S. (2005). Suitability of Goldberg’s Big Five IPIP personality markers in New Zealand: A dimensionality, bias, and criterion validity evaluation. The New Zealand Journal of Psychology, 34(2), 86-96.
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48, 1219–1241.
Hanh, T. N. (1976). The miracle of mindfulness. Boston: Beacon Press.
Harter, S. (1999). The construction of the self: A developmental perspective. New York, NY: Guilford Press.
Harter, S. (2006). The self. In W. Damon & R. M. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 505–570). Hoboken,NJ: Wiley.
Harter, S., & Monsour, A. (1992). Developmental analysis of conflict caused by opposing attributes in the adolescent self-portrait. Developmental Psychology, 28, 251–260.
Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665.
Hayes, S. C., & Smith, S. (2005). Get out of your mind and into your life: the new acceptance and commitment therapy. New Harbinger Publications.
Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44, 1-25.
Hayes, S. C., Strosahl, K., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Press.
Hayes, S.C., & Wilson, K.G., (1994). Acceptance and commitment therapy: altering the verbal support for experiential avoidance. Behavior Analyst, 17, 289–303.
Heaven, P. C. L. (1996). Adolescent Health: The Role of Individual Differences. Routledge: London.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Math. Educ, 21, 33–46.
Heppner, W. L., Kernis, M. H., Lakey, C. E., Campbell, W. K., Goldman, B. M., & Davis, P. J (2008). Mindfulness as a means of reducing aggressive behavior: Dispositional and situational evidence. Aggressive Behavior, 34, 486-496.
Hilbert, S., Nakagawa, T. T., Puci, P., Zech, A., & Bühne,r M. (2015). The Digit Span Backwards Task Verbal and Visual Cognitive Strategies in Working Memory Assessment. European Journal of Psychological Assessment, 31(3), 174–180.
Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a "learning to learn" course. Teaching of Psychology, 30, 30-33.
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169–183.
Howell, A. J., Digdon, N. L., Bur, K. B., & Sheptycki, A. R. (2008). Relations among mindfulness, well-being, and sleep. Personality and Individual Differences, 45, 773–777.
Hunter, F. T., & Youniss, J. (1982). Changes in functions of three relations during adolescence. Developmental Psychology, 18, 806–811.
Ibanez, M. I., Ruiperez, M. A., Moya, J., Marques, M. J., & Ortet, G. (2005). A short version of the Self-Regulation Inventory (SRI-S). Personality and Individual Differences, 39, 1055-1059.
Ignacio, N. G., Blanco Nieto, L. J., & Barona, E. G. (2006). The affective domain in mathematics learning. International Electronic Journal of Mathematics Education, 1, 16-32.
James, W. (1890). The principles of psychology: Vol. 1. New York: Dover.
Jensen, C. G., Vangkilde, S., Frokjaer, V., & Hasselbalch, S. G. (2012). Mindfulness Training Affects Attention—Or Is It Attentional Effort ?. Journal of Experimental Psychology: General, 141(1), 106 –123.
Jenßen, L., Dunekacke, S., Eid, M., & Blömeke, S. (2015). The Relationship of Mathematical Competence and Mathematics Anxiety：An Application of Latent State-Trait Theory. Zeitschrift für Psychologie, 223(1), 31-38.
Jha, A. P., Krompinger J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive Affective and Behavioral Neuroscience, 7, 109-119.
Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the Protective Effects of Mindfulness Training on Working Memory Capacity and Affective Experience. Emotion, 10(1), 54-64.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality theory and research (pp. 102–138). New York: Guilford Press.
Jovanović, V. (2015). Beyond the PANAS: Incremental validity of the Scale of Positive and Negative Experience (SPANE) in relation to well-being. Personality and Individual Differences, 86, 487–491.
Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4, 33–47.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Delacorte.
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
Kabat-Zinn, J. (1998). Meditation. In J. C. Holland (Ed.), Psycho-oncology (pp. 767–79). New York: Oxford University Press.
Kabat-Zinn, J. (2003). Mindfulness- based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10, 144- 156.
Kabat-Zinn, J., Lipworth, L., & Burney, R. (1985). The clinical use of mindfulness meditation for the self-regulation of chronic pain. Journal of Behavioral Medicine, 8, 163–190.
Kabat-Zinn, J., Lipworth, L., Burney, R., & Sellers, W. (1987). Four-year follow-up of a meditation-based program for the self-regulation of chronic pain: Treatment outcome and compliance. Clinical Journal of Pain, 2, 159–173.
Kabat-Zinn, J., Massion, M. D., Kristeller, J., Peterson, L. G., Fletcher, K. E., & Pbert, L. (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. American Journal of Psychiatry, 149, 936– 943.
Kaufman, S. B., Reynolds, M. R., Liu, X., Kaufman, A. S., & McGrew, K. S. (2012). Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests. Intelligence, 40(2), 123-138.
Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating the axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73, 539–548.
Kiken, L. G., & Shook, N. J. (2014). Does mindfulness attenuate thoughts emphasizing negativity, but not positivity?. Journal of Research in Personality, 53, 22–30.
Kim, Y. H. (1998a). Adolescents’ perceptions with regard to health risks, health profile and the relationship of these variables to a psychological factor—a study across gender and different cultural settings. Ph.D. Thesis, University of Wollongong, Australia, unpublished.
Kim, Y. H. (2003). Correlation of mental health problems with psychological constructs in adolescence: final results from a 2-year study. International Journal of Nursing Studies, 40, 115–124.
Kolkman, M. E., Kroesbergen, E. H., & Leseman, P. P. M. (2014). Involvement of working memory in longitudinal development of number–magnitude skills. Infant and Child Development, 23, 36–50.
Kong, F., Wang, X., & Zhao, J. (2014). Dispositional mindfulness and life satisfaction: The role of core self-evaluations. Personality and Individual Differences, 56, 165–169.
Kuyken, W., Byford, S., Taylor, R. S., Watkins, E., Holden, E., White, K., Barrett, B., Byng, R., Evans, A., Mullan, E., & Teasdale, J. D. (2008). Mindfulness-Based Cognitive Therapy to Prevent Relapse in Recurrent Depression. Journal of Consulting and Clinical Psychology, 76, 966-978.
Kuyken, W., Watkins, E., Holden, E., White, K., Taylor, R.S., Byford, S., Evans, A. Radford, S., Teasdale, J. D., & Dalgleish, T. (2010). How does mindfulness-based cognitive therapy work. Behavior Research and Therapy, 48, 1105-1112.
Langer, E. J. (1989). Mindfulness. Cambridge: Perseus Publishing.
Lee, H. H., and Cranford, J. A. (2008). Does resilience moderate the associations between parental problem drinking and adolescents’ internalizing and externalizing behaviors? A study of Korean adolescents. Drug and Alcohol Dependence, 26, 213–221.
Lee, K. & Bull, R. (2016). Developmental Changes in Working Memory, Updating, and Math Achievement. Journal of Educational Psychology, 18(6), 869 – 882.
Li, S. C., & Lewandowsky, S. (1995). Forward and backward recall: Different retrieval processes. Journal of Experimental Psychology. Learning, Memory, and Cognition, 21, 837−847.
Linehan, M. M. (1993a). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford Press.
Linehan, M. M. (1993b). Skills training manual for treating borderline personality disorder. New York: Guilford Press.
Linehan, M. M., Armstrong, H. E., Suarez, A., Allmon, D., & Heard, H. L. (1991). Cognitive-behavioral treatment of chronically parasuicidal borderline patients. Archives of General Psychiatry, 48, 1060-1064.
Linehan, M.M. (1987). Dialectical behavior therapy for borderline personality disorder: theory and method. Bulletin of the Menninger Clinic, 51, 261–276.
Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27, 165-179.
MacKillop, J., & Anderson, E. J. (2007). Further psychometric validation of the Mindful Attention Awareness Scale (MAAS). Journal of Psychopathology and Behavioral As-sessment, 29(4), 289-293.
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16, 404-406.
Maloney, E. A., Ansari, D., & Fugelsang, J. (2011). The effect of mathematics anxiety on the processing of numerical magnitude. The Quarterly Journal of Experimental Psychology, 64, 10–16.
Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114, 293–297.
Maloney, E. A., Waechter, S., Risko, E. F., & Fugelsang, J. (2012). Reducing the sex difference in math anxiety: The role of spatial processing ability. Learning and Individual Differences, 22, 380–384.
Marlatt, G. A., & Kristeller, J. L. (1999). Mindfulness and meditation. In W. R. Miller (Ed.), Integrating spirituality into treatment (pp. 67–84). Washington, DC: American Psychological Association.
Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.
Marsh, H. W., & Ayotte, V. (2003). Do multiple dimensions of selfconcept become more differentiated with age? The differential distinctiveness hypothesis. Journal of Educational Psychology, 95, 687–706.
Marshall, W. A., & Tanner, J. M. (1986). Puberty. In F. Falkner & J. M. Tanner (Eds.), Human growth (Vol. 11, pp. 171–209). New York, NY: Plenum Press.
Martin, L., & Tesser, A. (1996). Some ruminative thoughts. In R. S. Wyer (Ed.), Advances in social cognition (Vol. 9, pp. 1–48). Hillsdale, NJ: Lawrence Erlbaum.
Masicampo, E. J., & Baumeister, R. R. (2007). Relating mindfulness and self-regulatory processes. Psychological Inquiry, 18, 255-258.
Mattarella-Micke, A., Mateo, J., & Kozak, M. N.(2011). Choke or Thrive? The Relation Between Salivary Cortisol and Math Performance Depends on Individual Differences in Working Memory and Math-Anxiety. Emotion, 11, 1000 –1005.
McCrae. R. R., Costa, P. T., Jr.. & Busch, C. M. (1986). Evaluating comprehensiveness in personality systems: The California Q-Set and the five-factor model. Journal of Personality, 54, 430-446.
Measelle, J.R., John, O.P., Ablow, J.C., Cowan, P.A., & Cowan, C. (2005). Can young children provide coherent, stable, and valid self-reports on the Big Five dimension? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89, 90-106.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
Mogg, K., & Bradley, B. P. (1998). A cognitive-motivational analysis of anxiety. Behaviour Research and Therapy, 36, 809 – 848.
Mogg, K., Bradley, B. P., Dixon, C., Fisher, S., Twelftree, H., & McWilliams, A. (2000). Trait anxiety, defensiveness and selective processing of threat: An investigation using two measures of attentional bias. Personality and Individual Differences, 28, 1063–1077.
Montemayor, R., & Eisen, M. (1977). The development of self-conceptions from childhood to adolescence. Developmental Psychology, 13, 314–319.
Moore, A., & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18, 176–186.
Morrison, A. B., Goolsarran, M., Rogers, S. L., & Jha, A. P. (2014). Taming a wandering attention: Short-form mindfulness training in student cohorts. Frontiers in Human Neuroscience, 7, 1–12.
Mount, M. K., Barrick, M. R., Scullen, S. M., & Rounds, J. (2005). Higher-order dimensions of the Big Five personality traits and the big six vocational interest types. Personnel Psychology, 58(2), 447-478.
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science, 24, 776-781.
Mrazek, P. J., & Mrazek, D. (1987). Resilience in child maltreatment victims: A conceptual exploration. Child Abuse and Neglect, 11, 357-365.
Muris, P., Bogie, N., & Hoogsteader, A. (2001a). Effects of an early intervention group program for anxious and depressed adolescents: a pilot study. Psychological Report, 88, 481–482.
Muris, P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001 b).Protective and vulnerability factors of depression in normal adolescents. Behavioral Research and Therapy, 39, 555–565.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99–125.
Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of Abnormal Psychology, 100, 569-582.
Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor 54 structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574-583.
Oberauer K., Sü, H. M., Wilhelm O., & Wittmann W. W. (2003). The multiple faces of working memory—Storage, processing, supervision, and coordination. Intelligence, 31, 167–193.
Ortner, C. N. M., Kilner, S. J., & Zelazo, P. D. (2007). Mindfulness meditation and reduced emotional interference on a cognitive task. Motivation and Emotion, 31, 271–283.
Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart, and Winston.
Park, D., Ramirez G., & Beilock, S. L. (2011). Put your math burden down: Expressive writing for the highly math anxious. Paper presented at the Midwestern Psychology Association, Chicago, IL.
Parto, M. (2010). Mindfulness, resilience and drug use among at risk adolescents: Assessing the explanatory model of mediating variables and mechanisms. Ph.D., (Doctor of Philosophy in Health Psychology), University Of Tehran.
Parto, M., & Besharat, M. A. (2011). Mindfulness, psychological well-being and psychological distress in adolescents: Assessing the mediating variables and mechanisms of autonomy and self-regulation. Procedia - Social and Behavioral Sciences, 30, 578 – 582.
Pavot, W. G., & Diener, E. (1993). Review of the Satisfaction with Life Scale. Psychological Assessment, 5, 164-172.
Pavot, W., Diener, E., & Suh, E. (1998). The Temporal Satisfaction With Life Scale. Journal of Personality Assessment, 70, 340–354.
Peters, J. Erisman, S., Upton, B., Baer, R., & Roemer, L. (2012). A preliminary investigation of the relationships between dispositional mindfulness and impulsivity. Mindfulness, 2, 228–35.
Pickering, S. J., & Gathercole, S. E. (2001). The Working Memory Test Battery for Children. London, UK: Psychological Corporation.
Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised of the Mathematics Anxiety Rating Scale. Education and Psychological Measurement, 42, 551-557.
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619.
Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401.
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20, 110-122.
Reisner, S. L., Biello, K., Perry, N. S., Gamarel, K. E., & Mimiaga, M. J. (2014). A Compensatory Model of Risk and Resilience Applied to Adolescent Sexual Orientation Disparities in Nonsuicidal Self-Injury and Suicide Attempts. American Journal of Orthopsychiatry, 84(5), 545–556.
Rice, K. G., & Mulkeen, P. (1995). Relationships with parents and peers: A longitudinal study of adolescent intimacy. Journal of Adolescent Research, 10, 338–357.
Richardson, B. F., & Suinn, D. P. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology, 19(6), 551-554.
Rivas, F., Torres, R., & Fernández, F. (1995). Self-esteem and value of health as determinants of adolescent health behavior. Journal of Adolescent Health, 16(1), 60–63.
Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A metaanalysis of longitudinal studies. Psychological Bulletin, 132, 3–27.
Roberts, K. C, & Danoff-Burg, S. (2011). Mindfulness and health behaviors: is paying attention good for you?. J Am Coll Health, 59, 165–73.
Rousseau, D. (1996). Personality in computer characters. Paper Presented at the Annual Meeting of the American Association of Artifi cial Intelligence. In H. Kitano (Ed.), Entertainment and AI/A-Life, AAAI Workshop Technical Report WS-96-03 (pp. 38-43). Menlo Park, CA: AAAI.
Ruocco, A. C., & Direkoglu, E. (2013). Delineating the contributions of sustained attention and working memory to individual differences in mindfulness. Personality and Individual Differences, 54, 226–230.
Ryan, R. M., & Deci, E. L. (2000). Self– determination theory and the facilitation of intrinsic motivation, social development, and well– being. American Psychologist, 55, 68-78.
Ryan, R.M., & Deci, E.L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self– determination and will? Journal of Personality, 74, 1557-1585.
Ryff, C. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069–1081.
Safran, J. D., & Segal, Z. V. (1990). Interpersonal process in cognitive therapy. New York: Basic Books.
Sagone, E., & Caroli, M. E. D. (2014). Relationships Between Psychological Well-Being And Resilience In Middle And Late Adolescents. Procedia - Social and Behavioral Sciences, 141, 881 – 887.
Salmoirago-Blotcher, E., Wayne, P., Bock, B. C., Dunsiger, S., Wu, W. C., Stabile, L., & Yeh, G. (2015).Design and methods of the Gentle Cardiac Rehabilitation Study-A behavioral study of tai chi exercise for patients not attending cardiac rehabilitation. Contemporary clinical trials, 43, 243-251.
Sander, M. C., Werkle-Bergner, M., & Lindenberger, U. (2011). Binding and strategic selection in working memory: A lifespan dissociation. Psychology and Aging, 26, 612– 624.
Saucier, G. (1994). Mini-markers: A brief version of Goldberg’s unipolar Big-Five markers. Journal of Personality Assessment, 63(3), 506-616.
Schonert-Reichl, K. A., Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education Program on Pre and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness, 1, 137-151.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial. Developmental Psychology, 51(1), 52-66.
Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008). Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities, 41, 514–523.
Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and subjective well-being. Personality and Individual Differences, 50, 1116–1119.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. New York: Guildford.
Semple, R. J., Reid, E. F. G., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19, 379– 392.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62, 373–386.
Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of Mindfulness-Based Stress Reduction on Medical and Premedical Students. Journal of Behavioral Medicine, 21, 581-599.
Singh, N., Lancioni, G. E., Joy, S. D. S., Winton, A. S. W., Sabaawi, M., & Wahler, R. G. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15, 56–63.
Slagter, H. A., Lutz, A., Greischar, L. L., Francis, A. D., Nieuwenhuis, S., Davis, J. M., & Davidson, R. J. (2007). Mental training affects distribution of limited brain resources. PLoS Biology, 5, e138.
Smallwood, J., & Schooler, J. W. (2006). The Restless Mind. Psychological Bulletin, 132, 946 –958.
Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2008). The developmental psychometrics of Big Five self-reports: Acquiescence, factor structure, coherence, and differentiation from ages 10 to 20. Journal of Personality and Social Psychology, 94, 718–737.
Soto, C.J., John, O. P., Gosling, S. D., & Potter, J. (2010). Age Differences in Personality Traits From 10 to 65: Big Five Domains and Facets in a Large Cross-Sectional Sample. Journal of Personality and Social Psychology, 100(2), 330–348.
Stahl, B., & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. Oakland: New Harbinger Publications.
Suinn, R. M., & Edwards, R. W. (1982). The measurement of mathematics anxiety: The mathematics anxiety rating scale for adolescent (MARSA). Journal of Clinical Psychology, 38, 576-580.
Swanson, H. L., & Fung, W. (2016). Working Memory Components and Problem-Solving Accuracy: Are There Multiple Pathways?. Journal of Educational Psychology, 108(8), 1153–1177.
Swanson, H. L., Mink, J., & Bocian, K. M. (1999). Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD: More alike than different? Journal of Educational Psychology, 91, 321–333.
Swanson, L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151-168.
Takakura, M., & Sakihara, S. (2000). Gender differences in the association between psychological factors and depressive symptoms in Japanese junior high school students. Journal of Epidemiology, 10, 383–391.
Taylor, N., & Corrigan, G. (2005). Empowerment and confidence: Pre-service teachers learning to teach science through a program of self-regulated learning. Canadian Journal of Science, Mathematics, & Technology Education, 5, 41-60.
Teasdale, J. D. (1988). Cognitive vulnerability to persistent depression. Cognition and Emotion, 2, 247-274.
Teasdale, J. D. (1997). The relationship between cognition and emotion: The mind-in-place in mood disorders. In D. M. Clark & C. G. Fairbum (Eds.), Science and practice of cognitive behaviour therapy (pp. 67-93). Oxford, England: Oxford University Press.
Teasdale, J. D., (1999a). Emotional processing, three modes of mind and the prevention of relapse in depression. Behavior Research and Therapy, 37, 53–77.
Teasdale, J. D., Moore, R. G., Hayhurst, H., Pope, M., Williams, S., & Segal, Z. V. (2002). Metacognitive awareness and prevention of relapse in depression: Empirical evidence. Journal of Consulting and Clinical Psychology, 70, 275–287.
Teasdale, J. D., Segal, Z. V., & Williams, M. G., (1995). How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness training) help?. Behaviour Research and Therapy, 33, 25–39.
Teasdale, J. D., Segal, Z. V., Williams, J. M., Ridgeway, V. A., Soulsby, J. M., & Lau, M. A. (2000). Prevention of relapse/recurrence in major depression by mindfulness - based cognitive therapy. Journal of Consulting and Clinical Psychology, 68, 615–623.
Teper, R., Segal, Z.V., & Inzlicht, M. (2013). Inside the Mindful Mind: How Mindfulness Enhances Emotion Regulation Through Improvements in Executive Control. Current Directions in Psychological Science, 22, 449-454.
Thienot, E., Jackson, B., Dimmock, J., Grove, J.R., Bernier, M., & Fournier, J. F. (2014). Development and preliminary validation of the mindfulness inventory for sport. Psychology of Sport and Exercise, 15, 72-80.
Thompson, E. R. (2007). Development and validation of an internationally reliable shortform of the Positive and Negative Affect Schedule (PANAS). Journal of Cross-Cultural Psychology, 38, 227–242.
Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: effective clinical application. Clinical Child Psychology and Psychiatry, 13, 395–407.
Umaña-Taylor, A. J., Tynes, B. M., Toomey, R. B., & Williams, D. R. (2015). Latino Adolescents’ Perceived Discrimination in Online and Offline Settings: An Examination of Cultural Risk and Protective Factors. Developmental Psychology, 51(1), 87-100.
Vago, D. R., Silbersweig, D. A. (2012). Self-awareness, self-regulation, and self-transcendence(S-ART): a framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6, 1-30.
Van den Hurk, P. A., Giommi, F., Gielen, S. C., Speckens, A. E., & Barendregt, H. P. (2010). Greater efficiency in attentional processing related to mindfulness meditation. Quarterly Journal of Experimental Psychology, 63, 1168–1180.
Van Vugt, M. K., & Jha, A. P. (2011) Investigating the impact of mindfulness meditation training on working memory: A mathematical modeling approach. Cognitive, Affective, and Behavioral Neuroscience, 11, 344-353.
Watford, T. S., & Stafford, J. (2015). The Impact of Mindfulness on Emotion Dysregulation and Psychophysiological Reactivity Under Emotional Provocation. Psychology of Consciousness: Theory, Research, and Practice, 2(1), 90 –109.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of personality and social psychology, 54, 1063-1070.
Weger, U. W., Hooper, N., Meier, B.P., & Hopthrow, T. (2012). Mindful maths: Reducing the impact of stereotype threat through a mindfulness exercise. Consciousness and Cognition, 21(1), 471–475.
Wenzel, M., von Versen, C., Hirschmüller, S., & Kubiak, T. (2015). Curb your neuroticism—Mindfulness mediates the link between neuroticism and subjective well-being. Personality and Individual Differences, 80, 68–75.
Williams, J. M. G. (2010). Mindfulness and Psychological Process. Emotion, 10(1), 1-7.
Williams, K. A., Kolar, M. M., Reger, B. E., & Pearson, J. C. (2001). Evaluation of a wellness-based mindfulness stress reduction intervention: A controlled trial. American Journal of Health Promotion, 15, 422–432.
Williams, M., Teasdale, J., Segal, Z. V., & Kabat-Zinn, J. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York: Guilford.
Wilson, E., & MacLeod, C. (2003). Contrasting two accounts of anxietylinked attentional bias: Selective attention to varying levels of stimulus threat intensity. Journal of Abnormal Psychology, 112, 212–218.
Wu, C. H., & Yao, G. (2006). Analysis of factorial invariance across gender in the Taiwan version of the Satisfaction with Life Scale. Personality and Individual Differences, 40, 1259-1268.
Zan, R. (2000). A metacognitive intervention in mathematics at university level. International Journal of Mathematical Education in Science & Technology, 31, 143-150.
Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., & Sigi Hale, T. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746.