Patricia A Jennings
Biographic Data
| ID | 6270653 |
|---|---|
| NAME | Patricia A Jennings |
| GIVEN NAMES | Patricia A |
| FAMILY NAME | Jennings |
| SIGNATURE | JENNINGS P A |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0003-1026-1362 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Impacts of Mindfulness-Based Interventions (MBIs) on Teachers’ Mindfulness, Mindful Teaching, and Self-Efficacy
A Conceptual Framework for Whole‐School Implementation of Mindfulness Programs and Practices
Despite the growing prevalence of mindfulness in schools, the empirical landscape describing best practices for implementation is incomplete. The purpose of this project was to develop a framework that explicated the steps and considerations for implementing mindfulness at the whole‐school level, rather than just considering individual classroom programs or practices. The Whole School Mindfulness (WSM) conceptual framework was developed using a c…
Direct and moderating impacts of the Care mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M age = 41.5) and 5200 children (M age = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) …
Stress Intensity and Exhaustion Among Infant and Toddler Teachers
This study described infant/toddler teachers' (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between stress and exhaustion and teachers' reports of stress sources and coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (midwestern U.S.) completed twice-wee…
Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust
Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness‐based social‐emotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships…
Exploring the Performance of Latent Moderated Structural Equations Approach for Ordered-Categorical Items
Latent moderated structural equations (LMS) is a popular method in estimating latent interaction effects. Mplus has implemented a variant of LMS (LMS-cat) that uses categorical confirmatory factor analysis to handle ordered-categorical indicators. We conducted a simulation study to examine the performance of the LMS-cat in varying sample size, interaction effect size, missing data rate and scenario, as well as number and symmetry of item response…
With Awareness Comes Competency
Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens. We discuss how the Framework can inform and be informe…
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being
Early care and education (ECE) professionals' social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals' social and emotional competence and well-being and their relati…
The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity…
Latent Variable Interactions With Ordered-Categorical Indicators
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated structural equations (LMS). We conducted a simulation study across sample sizes, indicators’ distribution…
Long-term impacts of the Care program on teachers' self-reported social and emotional competence and well-being
Stress and Release
This qualitative collective case study investigates elementary teachers’ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and no…
Impacts of the Care for Teachers program on teachers’ social and emotional competence and classroom interactions.
Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers’ social and emo…
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (Care)
Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- a…
Mindfulness Training and Teachers' Professional Development
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses
Contemplative practices are believed to alleviate psychological problems, cultivate prosocial behavior and promote self-awareness. In addition, psychological science has developed tools and models for understanding the mind and promoting well-being. Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior. An 8-week intensive (42 hr) meditation/emotion regul…
The Prosocial Classroom
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning …
Self-Transcendence
Self-transcendence has been hypothesized to be a critical component of wisdom (Curnow, 1999) and adaptation in later life (Tornstam, 1994). It reflects a decreasing reliance on externals for definition of the self, increasing interiority and spirituality, and a greater sense of connectedness with past and future generations. The Adult Self-Transcendence Inventory was administered to 351 individuals along with the NEO-FFI Personality Scale (McCrae…
Epilepsy and Children's Social and Psychological Adjustment
This research investigates the effects of epilepsy on the social and psychological adjustment of the children studied in the National Health Interview Survey of 1988. Analyses examine the effect of epilepsy on four measures of adjustment--home behavior problems, school behavior problems, depressed mood, and impulsiveness. For each outcome, we address five questions: (1) Do children with currently active epilepsy have poorer adjustment than childr…
Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators
Stress and Release
This qualitative collective case study investigates elementary teachers’ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and no…
Epilepsy and Children's Social and Psychological Adjustment
This research investigates the effects of epilepsy on the social and psychological adjustment of the children studied in the National Health Interview Survey of 1988. Analyses examine the effect of epilepsy on four measures of adjustment--home behavior problems, school behavior problems, depressed mood, and impulsiveness. For each outcome, we address five questions: (1) Do children with currently active epilepsy have poorer adjustment than childr…
Self-Transcendence
Self-transcendence has been hypothesized to be a critical component of wisdom (Curnow, 1999) and adaptation in later life (Tornstam, 1994). It reflects a decreasing reliance on externals for definition of the self, increasing interiority and spirituality, and a greater sense of connectedness with past and future generations. The Adult Self-Transcendence Inventory was administered to 351 individuals along with the NEO-FFI Personality Scale (McCrae…
The Prosocial Classroom
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning …
Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses
Contemplative practices are believed to alleviate psychological problems, cultivate prosocial behavior and promote self-awareness. In addition, psychological science has developed tools and models for understanding the mind and promoting well-being. Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior. An 8-week intensive (42 hr) meditation/emotion regul…
Mindfulness Training and Teachers' Professional Development
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (Care)
Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- a…
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators
Impacts of the Care for Teachers program on teachers’ social and emotional competence and classroom interactions.
Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers’ social and emo…
Stress and Release
This qualitative collective case study investigates elementary teachers’ experience with stress and the mechanisms of change related to developing resilience following a mindfulness-based intervention, Cultivating Awareness and Resilience in Education (CARE). Results suggest that the amount of stress teachers experience is less important than how they conceptualize their stress. Teachers who developed resilience exercised mindful awareness and no…
Long-term impacts of the Care program on teachers' self-reported social and emotional competence and well-being
With Awareness Comes Competency
Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens. We discuss how the Framework can inform and be informe…
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being
Early care and education (ECE) professionals' social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals' social and emotional competence and well-being and their relati…
The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity…
Latent Variable Interactions With Ordered-Categorical Indicators
Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated structural equations (LMS). We conducted a simulation study across sample sizes, indicators’ distribution…
Exploring the Performance of Latent Moderated Structural Equations Approach for Ordered-Categorical Items
Latent moderated structural equations (LMS) is a popular method in estimating latent interaction effects. Mplus has implemented a variant of LMS (LMS-cat) that uses categorical confirmatory factor analysis to handle ordered-categorical indicators. We conducted a simulation study to examine the performance of the LMS-cat in varying sample size, interaction effect size, missing data rate and scenario, as well as number and symmetry of item response…
Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust
Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness‐based social‐emotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships…
Stress Intensity and Exhaustion Among Infant and Toddler Teachers
This study described infant/toddler teachers' (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between stress and exhaustion and teachers' reports of stress sources and coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (midwestern U.S.) completed twice-wee…
A Conceptual Framework for Whole‐School Implementation of Mindfulness Programs and Practices
Despite the growing prevalence of mindfulness in schools, the empirical landscape describing best practices for implementation is incomplete. The purpose of this project was to develop a framework that explicated the steps and considerations for implementing mindfulness at the whole‐school level, rather than just considering individual classroom programs or practices. The Whole School Mindfulness (WSM) conceptual framework was developed using a c…
Direct and moderating impacts of the Care mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M age = 41.5) and 5200 children (M age = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) …
The Impacts of Mindfulness-Based Interventions (MBIs) on Teachers’ Mindfulness, Mindful Teaching, and Self-Efficacy
Psychology (20 works) · Developmental psychology (14 works) · Clinical Psychology (11 works) · Mindfulness (11 works) · Social Psychology (11 works) · Mindfulness and Compassion Interventions (10 works) · Pedagogy (10 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Early Childhood Education and Development (7 works) · Medicine (7 works)