Bài từ MDPI (Multidisciplinary Digital Publishing Institute – Viện Xuất bản số đa ngành) là nhà xuất bản khoa học lọt vào danh mục ISI (Danh mục các tạp chí khoa học của Viện Thông tin khoa học Mỹ) về “Chánh niệm và các đề xuất dựa trên khoa học thần kinh đơn giản khác để thúc đẩy hiệu suất học tập và sức khỏe tâm thần của học sinh trong Đại dịch COVID-19”, theo đó Thiền chánh niệm là một trong những như một yếu tố bảo vệ và thúc đẩy học tập. Bạn đã thực hành thiền chưa?
From April 2020, more than one billion learners were affected by the disruption caused by the pandemic, when schools were closed as a prevention policy. The real impacts on the mental health and learning performance of these students are still unknown; however, it has been suggested that their effects could continue into the future, even after the pandemic is brought under control. The psychological impact has been investigated by measuring the anxiety level among a sample of 7143 college students, in which approximately 25% of the students showed some degree of anxiety. Although isolation periods have varied by country, they have meant that in-person teaching had to be replaced by virtual teaching alternatives to try to continue normal academic activities. There is no doubt that in a digital age, technological media is an emergent tool that can be used to enhance both teaching and learning capacities, however, the interruption of normal classroom activities is a new and complex scenario for both teachers and students. Another important aspect in this complex scenario is that educational plans are designed mainly for in-person teaching, not online.
Since the learning process in our education is easily altered, it is not surprising that emotions or sensations triggered by life events can affect mental health, and therefore learning performance, as shown in Figure 1. The author of recommended several considerations directly related with our mental health wellness that should be taken into account during the COVID-19 outbreak:
– Mood alteration.
In addition, according to current neuroscientific knowledge, significant learning requires several factors which can act to block or counteract the expression of negative emotions (Figure 1) and promote learning, known as protective factors (Figure 2). It has been proposed that these protective factors (together or independently) play a fundamental role in stimulating learning because they can limit the deleterious effects of complex situations in life, such as anxiety, loneliness, or stress. As Figure 2 shows, the evidence indicates that physical activity, restful sleep, good nutrition, and mindfulness-based stress reduction can be effective tools for learning development In this context, a recent study suggested that the relationship between certain protective factors and mental health during the COVID-19 pandemic is complex and does not respond to a simple linear model]. Study of these protective factors as intervention tools aimed at improving mental health and learning could have important implications in the future:
– Physical Activity
– Restful Sleep and Cognitive Processes
– Mindfulness as a Protective Factor and Learning Promoter
By Gonzalo R. Tortella, Amedea B. Seabra, Jorge Padrão and Rodrigo Díaz-San Juan.
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