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Direct linkStewart, Trae; Alrutz, Megan – McGill Journal of Education, 2012
This study investigates the extent to which service-learners' mindfulness is affected by engagement in reflection (e.g., dialogue) and contemplation activities (e.g., labyrinth tracing). The results are compared within and between treatment groups, while covarying for participants' initial levels of mindfulness. While both dialogue and…
Descriptors: Reflection, Service Learning, Metacognition, Affective Behavior
