فکر بنیانبانک مقالات روان‌شناسی

everyday practices

همهٔ آثار این مفهوم در فکر بنیان

Weekly practice frequency of individual yoga components and subjective wellbeing in Hungarian yoga practitioners: a nationwide cross-sectional online survey

Gusztáv József Tornóczky; Sunil Singh Yadav; Henriett Nagy; İsmail Ilbak; Vera Klier; Dorottya Bosnyak; … Frontiers in Psychology, 2026, Vol. 17, pp. 1941678 https://doi.org/10.3389/fpsyg.2026.1941678

چکیده

Background Yoga is a multidimensional mind–body practice, yet little is known about whether the weekly practice frequency of its individual components is differentially associated with subjective wellbeing (SWB). This study examined the associations between the weekly practice frequency of asana, pranayama, relaxation, and meditation and SWB among Hungarian yoga practitioners. Methods A cross-sectional online survey based on convenience snowball sampling was conducted in April–May 2021, during the COVID-19 pandemic, among 379 adult yoga practitioners (44.31 ± 10.12 years). SWB was assessed using the World Health Organization-Five Wellbeing Index (WHO-5). Associations between participant characteristics and SWB were examined using one-way ANOVA and Pearson’s correlations. Separate ANCOVA models examined associations between the weekly practice frequency of each yoga component and SWB after adjustment for place of residence, other physical exercise, yoga practice duration, and yoga expertise (Holm–Bonferroni corrected). Independent associations were examined using multiple linear regression, with a dummy-coded sensitivity analysis. Results Place of residence, yoga expertise, other physical exercise, and, weakly, yoga practice duration were associated with SWB. After adjustment, all four yoga components remained significantly associated with higher SWB (corrected p ≤ 0.029), with medium effect sizes for asana (ηp 2 = 0.070) and meditation (ηp 2 = 0.061) and small effect sizes for pranayama (ηp 2 = 0.050) and relaxation (ηp 2 = 0.024). Daily practice was consistently associated with the highest SWB. The regression model explained only 12.9% of the variance in SWB (Cohen’s f 2 = 0.15), and only asana ( B = 0.69, 95% CI [0.22, 1.17]) and meditation frequency ( B = 0.61, 95% CI [0.21, 1.00]) remained independently associated with SWB, as supported by the sensitivity analysis. Conclusion In this predominantly female, highly educated convenience sample, more frequent weekly practice of all four yoga components was associated with higher SWB. However, after accounting for participant characteristics, yoga experience, and the overlap among components, only asana and meditation frequency remained independently associated with SWB. These associations were small, and most of the variance in SWB remained unexplained. Given the cross-sectional design, causal conclusions cannot be drawn and generalization should be cautious; longitudinal and intervention studies of individual yoga components are needed.

متن کامل دسترسی آزاد

From theory to practice: walking the walk of learning development in higher education

از نظریه تا عمل: پیمودن مسیر توسعه یادگیری در آموزش عالی

Matthew Clark; Sergio Ellis Journal of Learning Development in Higher Education, 2026, Issue 41 https://doi.org/10.47408/jldhe.vi41.2249

چکیده

Joy Igiebor's Doing Learning Development in Higher Education: A Practical Guide for New and EarlyCareer Learning Developers offers a comprehensive toolkit for newcomers to learning development.Much more than a 'how to teach' book, it explores the world of the learning developer in its entirety, providing candid guidance on the day-to-day practice of learning development, drawn from Igiebor's seven years of experience in the role.Transcending the practical, the book accompanies its example lesson plans, case studies, and reading lists with advice on maintaining self-care, tackling impostor syndrome, and building professional community.It is Igiebor's holistic approach to learning development that emerges as the book's greatest strength. Doing Learning Development in Higher Educationoccupies a similar intellectual space to Hilsdon's (2011) exploration of learning developers' contributions within the wider university and Briscoe and Olson's (2024) autoethnographic examination of how learning developers negotiate the relationship between professional nomenclature, identity, and values.Like Grayson and Syska's (2024) consideration of the hybrid learning developer, Igiebor's book focuses on the everyday practices of learning development in close detail, while accommodating the different institutional and role contexts of her readers.Importantly, she

کتاب «انجام توسعه یادگیری در آموزش عالی: راهنمای عملی برای توسعه‌دهندگان یادگیری تازه‌کار و اوایل مسیر شغلی» نوشته Joy Igiebor، مجموعه‌ای جامع از ابزارها را برای تازه‌واردان به حوزه توسعه یادگیری ارائه می‌دهد. این اثر فراتر از یک کتاب «چگونه تدریس کنیم» است و جهان توسعه‌دهنده یادگیری را به طور کامل بررسی می‌کند و راهنمایی‌های صادقانه‌ای درباره عمل روزمره توسعه یادگیری، برگرفته از هفت سال تجربه Igiebor در این نقش، ارائه می‌دهد. کتاب، علاوه بر جنبه‌های عملی، برنامه‌های درسی نمونه، مطالعات موردی و فهرست‌های مطالعاتی را با توصیه‌هایی درباره حفظ مراقبت از خود، مقابله با سندرم ایمپاستر و ساخت اجتماع حرفه‌ای همراه می‌کند. رویکرد کل‌نگر Igiebor به توسعه یادگیری، بزرگ‌ترین نقطه قوت این کتاب به شمار می‌آید. «انجام توسعه یادگیری در آموزش عالی» در فضای فکری مشابه با پژوهش Hilsdon (2011) درباره نقش توسعه‌دهندگان یادگیری در دانشگاه و بررسی خودقوم‌نگارانه Briscoe و Olson (2024) از نحوه مذاکره توسعه‌دهندگان یادگیری با نام‌گذاری حرفه‌ای، هویت و ارزش‌ها قرار می‌گیرد. همانند بررسی Grayson و Syska (2024) درباره توسعه‌دهنده یادگیری هیبریدی، کتاب Igiebor بر روی عمل‌کردهای روزمره توسعه یادگیری با جزئیات دقیق تمرکز دارد و در عین حال زمینه‌های نهادی و نقش‌های متفاوت خوانندگان خود را در نظر می‌گیرد.

متن کامل دسترسی آزاد