Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review
Abstract
Background: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management.
Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also known as mindful learning) is defined and applied in the context of universities and to suggest an agenda for further research of mindful learning in this sphere.
Design/methodology/approach: The study presents a scoping review based on web scraping conducted in Litmaps (k=82), and topic modeling using the Python programming language (k=77).
Findings: Three key themes were identified: 1) the concept of mindful learning; 2) the role of mindful learning in psychological well-being; 3) the role of mindful learning in the development of soft skills. The results suggest that mindful learning is presented in the literature as a way to support students’ control over the learning process, improve psychological well-being, raise students’ intrinsic motivation to learning, foster individual proactivity, and develop socio-cognitive competencies.
Originality/value: To our knowledge, no other study conducted a scoping literature review on the Langerian socio-cognitive approach to learning, thus distinguishing it from other areas of research often using similar terminology (e.g. mindfulness). We propose and successfully implement a new approach to conducting a scoping literature review by using web-scraping and topic modeling.
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References
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