Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
Article
Article
This Campbell systematic review examines the effectiveness of school‐based Mindfulness‐based interventions (MBIs) on cognition, behavior, socio‐emotional outcomes and academic achievement. The review summarizes 61 ...
LCC TENDOlNvY2lhbCBTY2llbmNlcw~~Idioma English
Acceso abiertoRuta libre sin proxy. Acceso recomendado cuando no hay suscripción activa.
Open Access