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The role of mindfulness in promoting socioemotional outcomes: A self-determination perspective
Due to the coronavirus pandemic and uncertainties globally, individuals are facing great anxiety including physiological and psychological distress. As such, there has been an increasing need to investigate how self-determination theory (SDT) and mindfulness could promote socioemotional learning (SEL) among university students and adult learners. Mindfulness helps in reducing psychological distress and promoting resilience and well-being through stress coping. Most mindfulness studies have primarily been conducted in the clinical and scientific settings, and research with university students and adult learners is still in its infancy. The purpose of this chapter is to provide a preliminary review of empirical studies on SDT and mindfulness in promoting socioemotional outcomes, thereby contributing to better self-management, emotion regulation and resilience in university students and adult learners. This review chapter reveals the relations between mindfulness and socioemotional outcomes (e.g., stress, anxiety). It also provides insights on the role of mindfulness based on the SDT’s perspective in promoting SEL in higher education and the future workplace.