Cross-sectional analysis reveals strong correlation between mindfulness and metacognition in special educators, suggesting implications for intervention strategies.
Key Points
Mindfulness significantly enhances metacognition in special educators, facilitating better planning and evaluation processes.
A correlation of 0.93 was found, with mindfulness predicting improved metacognitive skills essential for effective educational strategies.
The investigation utilized questionnaires to assess mindfulness and metacognition, providing a robust analysis of these constructs.
Findings emphasize the need for incorporating mindfulness training in professional development for special educators, enhancing intervention outcomes.
Cite This Study
Thulasikanthan et al. (2025) studied this question.