A follow‐up study to a randomised control trial to investigate the perceived impact of mindfulness on academic performance in university students.
Objectives: Mindfulness research in education has focused on its potential to support student well‐being. There is a paucity of research on the interaction between mindfulness and academic performance (AP). This qualitative study builds on results of the largest randomised control trial of mindfulne...
| Publicado en: | Counselling & Psychotherapy Research Vol. 20; no. 2; pp. 286 - 302 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142583111&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 142583111 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14733145 TFX jtl: Counselling & Psychotherapy Research issn: 14733145 maglogo: Y pubinfo: dt: Jun2020 vid: 20 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 142583111 142583111 145831643 142583111 10.1002/capr.12282 142583111 ppf: 286 ppct: 16 formats: fmt: @attributes: type: P tig: atl: A follow‐up study to a randomised control trial to investigate the perceived impact of mindfulness on academic performance in university students. aug: au: Bóo, Sebastian J. M. Childs‐Fegredo, Jasmine Cooney, Steven Datta, Bella Dufour, Géraldine Jones, Peter B. Galante, Julieta affil: Student Wellbeing Service sug: subj: Students, College Mindfulness Education Academic Performance Student Attitudes Human Prospective Studies Outcomes of Education Qualitative Studies Thematic Analysis Interviews Students, Undergraduate United Kingdom Self-Awareness Emotional Regulation Thinking Behavior Stress, Psychological Prevention and Control Psychological Well-Being Neurosciences Meditation ab: Objectives: Mindfulness research in education has focused on its potential to support student well‐being. There is a paucity of research on the interaction between mindfulness and academic performance (AP). This qualitative study builds on results of the largest randomised control trial of mindfulness in education to date which suggested mindfulness can have mixed effects on academic performance. A more in‐depth understanding of the relationship between mindfulness and academic performance is therefore needed to ascertain if, how and for which students mindfulness facilitates academic performance. The objective of the study was to capture students' perceptions of the impact of mindfulness on their academic performance. Methods: Thematic analysis was applied to data obtained by six in‐depth interviews from three higher and three lower performing undergraduate participants in the mindfulness intervention arm of the Mindful Student Study randomised control trial. Results: Three themes emerged, whereby five students described mindfulness having a positive impact on their academic performance. One student felt mindfulness had an initial negative impact on academic performance. All students felt mindfulness enhanced self‐awareness and self‐regulation of their thinking, feelings and behaviours, and our analysis suggests students perceived these processes underpinned the effect of mindfulness on academic performance. Conclusion: Differences in students' psychological distress and study habits may determine the differing initial impact of mindfulness on academic performance. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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