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Huk, T., & Ludwig, S. (2009). Combining Cognitive and Affective Support in Order to Promote Learning. Learning and Instruction, 19, 495-505.
http://dx.doi.org/10.1016/j.learninstruc.2008.09.001

has been cited by the following article:

• TITLE: The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices

  AUTHORS: Tahereh Ziaian, Janet Sawyer, Nina Evans, David Gillham

  KEYWORDS: Mindfulness, Mindfulness Meditation, Wellbeing, Affective Domain, Higher Education, Universities

  JOURNAL NAME: Creative Education, Vol.6 No.20, November 25, 2015

  ABSTRACT: Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.