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Meditation, Education, and Transformation: An Empirical Test of Students’ Experiences in a Meditation and Wellness Course
Aviles, Kevin A.
Aviles, Kevin A.
Abstract
The present study investigated the cognitive effects of a 15-week contemplative studies course in undergraduate college students. The course aimed to deepen students' understanding of contemplative practices through experiential learning, bridging theory with practice. Drawing from established literature on meditation, mindfulness, and contemplative pedagogy, this study examined the impact of the course on various cognitive constructs, including attention regulation, equanimity, cognitive flexibility, decentering, and trait mindfulness. Of the 50 students enrolled in the course, 31 took part in the present study (recruitment rate = 62%). Among our analytic sample (n = 19), most participants identified as being White (n = 21; 67.7%), female (n = 20; 64.5%), and reported a mean age of 20.84 years (Median = 21; SD = 0.80). Through self-report measures and pre-to-post assessments, significant increases were observed across these constructs, suggesting a meaningful progression in students' mindfulness practice. The study emphasizes the importance of contemplative pedagogy as a transformative approach to learning in higher education. Additionally, the study explores the interconnected nature of mindfulness mechanisms and their role in promoting holistic wellbeing and cognitive functioning. By integrating experiential learning with theoretical concepts, such courses offer a holistic approach to education, promoting student flourishing. Overall, our findings support previous proposals highlighting the benefits of contemplative educational approaches in higher education. Further exploration is warranted to investigate the factors associated with transformational experiences in higher education. Keywords: meditation, mindfulness, contemplative studies, higher education, pedagogy
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2024-04-01
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Psychology
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