Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children
Research output: Contribution to journal › Article › peer-review
Standard Standard
Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. / Vickery, C.E.; Dorjee, D.
In: Frontiers in Psychology, 12.01.2016.
In: Frontiers in Psychology, 12.01.2016.
Research output: Contribution to journal › Article › peer-review
HarvardHarvard
Vickery, CE & Dorjee, D 2016, 'Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children', Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.02025
APA
Vickery, C. E., & Dorjee, D. (2016). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.02025
CBE
Vickery CE, Dorjee D. 2016. Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.02025
MLA
Vickery, C.E. and D. Dorjee. "Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children". Frontiers in Psychology. 2016. https://doi.org/10.3389/fpsyg.2015.02025
VancouverVancouver
Vickery CE, Dorjee D. Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology. 2016 Jan 12. doi: 10.3389/fpsyg.2015.02025
Author
RIS
TY - JOUR
T1 - Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children
AU - Vickery, C.E.
AU - Dorjee, D.
N1 - British Academy Small Grant awarded to DD (SG122691)
PY - 2016/1/12
Y1 - 2016/1/12
U2 - 10.3389/fpsyg.2015.02025
DO - 10.3389/fpsyg.2015.02025
M3 - Article
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
ER -