Mindfulness in Learning: An Effect of Mindful Breathing Practice on the Learning Concentration of Students (original) (raw)
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International Journal of Science and Applied Science: Conference Series, 2024
This study aimed to find the effect of mindfulness practices on the quality of junior high school students' learning. The problems that occur in students are that students pay less attention when the teacher explains the material, can understand the material if the lesson is following their interests, some teachers are also considered to use teaching methods that are not very suitable for students, and some teachers are considered too monotonous in teaching students are also often sleepy in class during learning. This study uses a quantitative approach with a survey method. The population in this study was 70. This study was conducted in junior high schools with respondents from the 2023/2024 academic year. The study's results showed a significant favorable influence between mindfulness practices and the quality of student learning, with a t count of 13.706 and a significance value (p) of 0.000 <0.05. From the simple regression analysis calculation results, the R square value was obtained as 0.734, meaning that mindfulness practices affect the quality of learning by 73.4%, and the remaining 26.8% is influenced by other factors not discussed in this study.
Effect Of Mindfulness Based Intervention On Mindfulness Level Of Students
Think India Journal, 2019
The present study evaluates the effect of eight weeks mindfulness intervention on mindfulness level of students. The sample for the study consisted of students in the age group of 10-12 years. The investigator prepared the modules that laid emphasis on mindful breathing, mindful eating, mindful listening, mindful observation, mindful communication, mindful walking, and benefits of mindfulness etc. Descriptive and inferential statistical techniques were used to study the data and draw meaningful inferences. The study yielded significant results, which has valuable implications for students and trainers in the academic settings. This strengthened the idea to use such interventions/programs in schools to make students more aware and attentive not only about themselves and their surroundings but also to work more efficiently on the task at hand.
Efficacy of a Daily Mindful Breathing Intervention to Increase Academic Engagement
2016
Completion of this project would not have been possible without the support and guidance of a number of individuals. First and foremost, I would like to thank my parents for instilling in me the desire to pursue my dreams. My mother used to tell me, "Where there is a will, there is a way." I have approached my life with that perspective, and I do not believe this feat would have been possible without doing so. I express my utmost appreciation to my major advisor, Dr. Sandra Chafouleas, for encouraging me to pursue research on a topic that is personally meaningful and whose guidance and expertise was instrumental in making this an incredible learning experience. The feedback and support of Dr. Melissa Bray, Dr. Ravit Stein, Dr. Susannah Everett, and Dr. Tamika LaSalle were highly appreciated and valued throughout this process. I express sincere appreciation to Dr. George Sugai for always taking the time to share his thoughts and insight. I am grateful for my yoga teacher, Suzanne Manafort, who introduced me to mindfulness, inspired me to strive to contribute to the body of research on it, and generously assisted with the creation of my intervention recording. The completion of this project would not have been possible without the help of Emily Moulton and Mariah Rae, who so kindly shared their time to help with data collection. I am very thankful for my friends, whose ideal combination of professional discourse and recreational diversion was integral in helping me to persist throughout this process. To my three children, Ania, Max, and Adam, I express my most sincere gratitude for continually displaying curiosity and patience while my attention was pulled in so many directions over the course of the past couple of years. And finally, I am incredibly grateful for my husband and partner in life, Jeff. Without his love, continuous support, and faith, this truly would not have been possible. v TABLE OF CONTENTS Approval Page…………………………………………………………………………………....iii Acknowledgements……………………………………………………………………………….iv Table of Contents………………………………………………………………………………….v List of Tables……………………………………………………………………………………..vi List of Figures……………………………………………………………………………………vii List of Appendices………………………………………………………………………………viii CHAPTER I: INTRODUCTION………………………………………………………………….1 CHAPTER II: REVIEW OF THE LITERATURE…………………………………………….....4 Mindfulness Defined………….…………………………………………………………...4 Mindfulness as a Self-management Strategy……………………………………………...7 Mechanisms of Change……………………………………………………………………8 Mindfulness Intervention Research……………………………………………………...10 Research Questions……………………………………………………………………....18 CHAPTER III: METHODS………..…………………………………………………………….21 Participants…………………………………………………………………………….....21 Materials and Measures………………………………………………………………….22 Design and Procedures…………………………………………………………………...27 Data Analysis…………………………..………………………………………………...35 CHAPTER IV: RESULTS………………………………………………..……………………...38 Research Questions………………………………………………………………………38 Analysis of Secondary Dependent Variables…………………………………………….46 Procedural Integrity……………………………………………………………………...47 Inter-observer Agreement………………………………………………………………..48 CHAPTER V: DISCUSSION…………...……………………………………………………….50 Interpretation of Results………………………………………………………………….51 Limitations and Directions for Future Research…………………………………………57 Conclusion……………………………………………………………………………….61 viii LIST OF APPENDICES Appendix A. Educator Background Form………………………………………………………..98 Chapter II: Review of the Literature Mindfulness Defined Mindfulness-based interventions (MBIs) have received an increasing amount of attention in the research literature over the past decade. Mindfulness has been defined as "the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment" (Kabat-Zinn, 2003, p. 145). Creswell and Lindsay (2014) clarified the concept further by stating that mindfulness involves "taking notice of what is happening right now, regardless of whether one's experience is positive, negative, or neutral," as well as "inviting in experience with curiosity and interest" (p. 401). Bishop et al. (2004) proposed an operational definition for mindfulness as a meta-cognitive skill with two components: the self-regulation of attention, and an orientation of curiosity, openness, and acceptance towards one's experiences. This orientation promotes viewing thoughts and feelings as passing events of the mind rather than inherent aspects of the self or accurate reflections of reality (p. 234). Two core features are evident in definitions of mindfulness: the act of attending to the present moment coupled with a non-judgmental attitude of acceptance. The roots of mindfulness can be traced to ancient Buddhism; however, the concept is not specifically Buddhist in nature, but rather a universal human capacity (Kabat-Zinn, 2003). Felver, Doerner, Jones, Kaye, and Merrell (2013) illustrated this point with a comparison to fasting. They pointed out that although abstaining from food and drink is a common practice in many religions, fasting in and of itself is not inherently religious in nature (p. 532). Likewise, although mindfulness is incorporated into some religions, it can also be practiced without the tie to religious beliefs. Mindfulness is sometimes compared to relaxation; however, the goals of the two concepts differ. While both mindfulness and relaxation may result in a more relaxed
Exploring the Effects of a Mindfulness Program for Students of Secondary School
2011
This study analyzes the effects of a mindfulness program on a group of students in the first year of Compulsory Secondary Education from three public schools. A total of 61 students participated. A group comparison design (randomized controlled trial) with pretest-posttest measurement was used on an experimental and a control group. The statistical analyses show a significant improvement of academic performance, as well as an increase in all self-concept dimensions and a significant decrease in anxiety states and traits. These results are in agreement with other studies that have found mindfulness programmes to be effective in the educative system. The importance of mindfulness techniques in the educative system is also discussed.
Examining Mindfulness in Education
International Journal of Modern Education and Computer Science, 2016
Despite the availability of numerous learning opportunities ranging from face-to-face to computerbased learning, there is need for better understanding of how to support the development of cognitive skills in students. Research has shown that cultivation of mindfulness skills help to develop cognitive skills such as retention, thinking, problem solving, and emotional balance. However, there is only limited research on the effect of mindfulness training in educational settings. We examined cognitive abilities of university students as identified in Bloom"s taxonomy and mindfulness skills during a single traditional face-to-face class room session. We hypothesized that mindfulness is a specific cognitive ability that supports the development of other cognitive skills. This pilot study included 148 students from undergraduate and postgraduate programs at two universities in Sri Lanka. The study assessed cognitive abilities, including retention, thinking, out-of-the-box thinking, note-taking and mindfulness at the end of a onehour lecture. The results showed that students" selfreported mindfulness following a lecture was significantly lower than other cognitive abilities. These results suggest conducting a more formal controlled experiment to investigate the effect of mindfulness training in education.
" Abstract The aim of this investigation is to prove if three months of Breath Focused Meditation (BFR) can improve working memory executive functions investigable through the Stroop interference task and also improve health by acting on stress management, this measured with the Perceived Stress Scale (PSS). And finally to find possible correlations between the two measures. 30 volountary participants will be divided in two groups randomly assigned to a control group of 15 non meditators (NM) and 15 meditators (EM) and will be tested for measures of WM and PS, mean, standard deviation, range and variance before and after the end of the study, when they will also tested for covariance. The study has a practical application in finding a method for self health promotion. Key words: Working memory, Meditation, Stroop, Perceived stress, Health. "
INTRODUCTION: Many factors affect academic success of students among which are learning strategies and factors associated with them. This study aims to evaluate the effect of teaching mindfulness on learning strategies and learning of students in Isfahan University of Medical Sciences in the first semester of 2012. METHODS: In this study, 62 bachelor degree students were randomly selected and placed in case and control groups. Mindfulness training was carried out in 8 sessions. Before and after training, all students were asked to fill Weinstein learning strategy and 80‑item mindfulness questionnaires. RESULTS: Analysis of the results showed that mindfulness training caused statistically significant improvement in components of information processing in the area of skill, attitude in the area of enthusiasm, and self‑examination in the area of self‑regulation (P ≤ 0.05). CONCLUSION: These results show that mindfulness training is successful in improving some components of learning strategy and academic performance.