{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,27]],"date-time":"2026-09-27T11:48:25Z","timestamp":1790509705856,"version":"4.1.0"},"reference-count":53,"publisher":"Wiley","issue":"9","license":[{"start":{"date-parts":[[2019,8,22]],"date-time":"2019-08-22T00:00:00Z","timestamp":1566432000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brain and Behavior"],"published-print":{"date-parts":[[2019,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background\/Objective<\/jats:title><jats:p>The present research investigated potential effects of mindfulness training on emotion regulation and mood of future schoolteachers in a nonrandomized pre\u2013post design, and whether these are influenced by the yoga component of mindfulness\u2010based stress reduction (MBSR) and\/or by homework practice.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p><jats:italic>N<\/jats:italic>\u00a0=\u00a0169 university students received either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group), in the context of university seminars. Allocation to groups was bound by the seminar chosen by participants, and in that sense was self\u2010selected. Mindfulness was trained in two adapted MBSR courses, one of which including yoga, and the other excluding yoga.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Specific benefits of both mindfulness training groups were observed for emotion regulation in terms of an increase in cognitive reappraisal and a reduction in symptom\u2010focused rumination as well as depressive mood. No benefits of mindfulness training were observed for reductions in expressive suppression, self\u2010focused rumination, anxious, and negative mood or an increase in distraction and positive mood respectively. Mindfulness training with and without yoga was mostly equally effective. Outcomes were largely not moderated by practice quantity or quality, but reductions in depressive mood were mediated by gains in reappraisal and distraction.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Mindfulness training can be implemented in the context of university seminars to foster advantageous emotion regulation strategies and lower depressive mood in future schoolteachers. Discontinuing yoga within mindfulness interventions does not seem to reduce training benefits.<\/jats:p><\/jats:sec>","DOI":"10.1002\/brb3.1390","type":"journal-article","created":{"date-parts":[[2019,8,22]],"date-time":"2019-08-22T12:05:56Z","timestamp":1566475556000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":40,"title":["Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings"],"prefix":"10.1002","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8434-1766","authenticated-orcid":false,"given":"Lena","family":"Wimmer","sequence":"first","affiliation":[{"name":"School of Psychology University of Kent Canterbury UK"},{"name":"Department of Psychology University of Duisburg\u2010Essen Essen Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lisa","family":"von Stockhausen","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Duisburg\u2010Essen Essen Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Silja","family":"Bellingrath","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Duisburg\u2010Essen Essen Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2019,8,22]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1026\/0012-1924.55.3.144"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.brat.2012.04.004"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/B978-012088519-0\/50002-2"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781315755021"},{"key":"e_1_2_9_6_1","volume-title":"Deutsche version der [German version of the] positive and negative affect schedule PANAS (GESIS Panel)","author":"Breyer B.","year":"2016"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cpr.2009.06.005"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cpr.2012.10.006"},{"key":"e_1_2_9_9_1","first-page":"142","volume-title":"The Oxford handbook of emotion, social cognition, and everyday problem solving during adulthood","author":"Consedine N. 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