Mindfulness in the classroom: The effect of Mindfulness Awareness Practices (MAPs) on student psychological well-being and capacity for learning.

摘要

Objective: This study examined the feasibility and potential utility of mindful awareness practices (MAPs) to enhance student learning in the college classroom, as well as improve psychological well-being. Method: One of two identical undergraduate psychology sections was assigned as the Mindfulness group (n = 37), and the other section was assigned as the Control group (n = 23). The Mindfulness section included a 10-minute MAP at the beginning of every class. Primary learning and secondary self-report outcomes were obtained. Results: Controlling for significant demographic covariates, students in the Mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared to Controls. Although not significant, the Mindfulness group showed more improvements in class exam scores than the Control group, and 81 percent of students self-reported positive effects of MAPs on their learning. Conclusion: MAPs may help facilitate student learning and well-being and further study in this area is warranted.