The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices
Affiliation(s)
1 School of Nursing and Midwifery, University of South Australia, Adelaide, Australia. 2 Centre for Regional Engagement, University of South Australia, Adelaide, Australia. 3 School of Information Technology and Mathematical Sciences, Adelaide, Australia. 4 School of Nursing and Midwifery, Flinders University of South Australia, Adelaide, Australia.
1 School of Nursing and Midwifery, University of South Australia, Adelaide, Australia. 2 Centre for Regional Engagement, University of South Australia, Adelaide, Australia. 3 School of Information Technology and Mathematical Sciences, Adelaide, Australia. 4 School of Nursing and Midwifery, Flinders University of South Australia, Adelaide, Australia.
ABSTRACT
Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.
Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.
KEYWORDS
Mindfulness, Mindfulness Meditation, Wellbeing, Affective Domain, Higher Education, Universities
Mindfulness, Mindfulness Meditation, Wellbeing, Affective Domain, Higher Education, Universities
Cite this paper
Ziaian, T. , Sawyer, J. , Evans, N. and Gillham, D. (2015) The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices. Creative Education, 6, 2174-2185. doi: 10.4236/ce.2015.620222.
Ziaian, T. , Sawyer, J. , Evans, N. and Gillham, D. (2015) The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices. Creative Education, 6, 2174-2185. doi: 10.4236/ce.2015.620222.
References
[1] Attwood, R. (2009). Questions of Cost and Usefulness Dog E-Learning. Time Higher Education.
https://www.timeshighereducation.com/news/questions-of-cost-and-usefulness-dog-e-learning/406838.article [2] Bai, H., Scott, C., & Donald, D. (2009). Contemplative Pedagogy and Revitalization of Teacher Education. Alberta Journal of Educational Research, 55, 319-334. [3] Birbeck, D., & Andre, K. (2009). The Affective Domain: Beyond Simply Knowing. Australian Technology Network (ATN) Assessment Conference, 19-20 November 2009, 40-47. [4] Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using Student Journals to Stimulate Athentic Learning: Balancing Bloom’s Cognitive and Affective Domains. Teaching of Psychology, 32, 154-159.
http://dx.doi.org/10.1207/s15328023top3203_3 [5] Brady, R. (2007). Learning to Stop, Stopping to Learn Discovering the Contemplative Dimension in Education. Journal of Transformative Education, 5, 372-394.
http://dx.doi.org/10.1177/1541344607313250 [6] Brady, R. (2008). Realizing True Education with Mindfulness. Journal of the Sociology of Self-Knowledge, 6, 87-98. [7] Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84, 822-848.
http://dx.doi.org/10.1037/0022-3514.84.4.822 [8] Burack, C. (1999). Returning Meditation to Education. Tikkun, 14, 41-46. [9] Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing Mindfulness and Constructing Mental Health: Understanding Mindfulness and Its Mechanisms of Action. Mindfulness, 1, 235-253.
http://dx.doi.org/10.1007/s12671-010-0033-2 [10] Craig, B. (2011). Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program, 1997-2009 (pp. 1-124). Northampton, MA: Center for Contemplative Mind in Society. [11] De Souza, M., O’Higgins-Norman, F. J., & Scott, D. (2009). International Handbook of Education for Spirituality, Care and Wellbeing. London: Science and Business Media.
http://dx.doi.org/10.1007/978-1-4020-9018-9 [12] Dobkin, P. L. (2008). Mindfulness-Based Stress Reduction: What Processes Are at Work? Complementary Therapies in Clinical Practice, 14, 8-16.
http://dx.doi.org/10.1016/j.ctcp.2007.09.004 [13] Dolan, M. (2007). A New Transformation in Higher Education: Benefits of Yoga and Meditation. International Forum of Teaching and Studies, 3, 31-36, 70. [14] Evans, N., Ziaian, T., Sawyer, J., & Gillham, D. (2013). Affective Learning in Higher Education: A Regional Perspective. Australian and International Journal of Rural Education, 23, 23-41. [15] Garland, E., & Gaylord, S. (2009). Envisioning a Future Contemplative Science of Mindfulness: Fruitful Methods and New Content for the Next Wave of Research. Complementary Health Practice Review, 14, 3-9.
http://dx.doi.org/10.1177/1533210109333718 [16] Goldberg, D., & Williams, P. (1988). A User’s Guide to the HHQ. Windsor: NFER-Nelson. [17] Greeson, J. M. (2009). Mindfulness Research Update: 2008. Complementary Health Practice Review, 14, 10-18.
http://dx.doi.org/10.1177/1533210108329862 [18] Hassed, C., Sierpina, V. S., & Kreitzer, M. J. (2008). The Health Enhancement Program at Monash University Medical School. Explore, 4, 397-394.
http://dx.doi.org/10.1016/j.explore.2008.09.008 [19] Hirst, I. S. (2003). Perspectives of Mindfulness. Journal of Psychiatric and Mental Health Nursing, 10, 359-366.
http://dx.doi.org/10.1046/j.1365-2850.2003.00610.x [20] Holland, D. (2004). Integrating Mindfulness Meditation and Somatic Awareness into a Public Educational Setting. Journal of Humanistic Psychology, 44, 468-484.
http://dx.doi.org/10.1177/0022167804266100 [21] Holland, D. (2006). Contemplative Education in Unexpected Places: Teaching Mindfulness in Arkansas and Austria. Teachers College Record, 108, 1842-1861.
http://dx.doi.org/10.1111/j.1467-9620.2006.00764.x [22] Hollis-Walker, L. H., & Colosimo, K. (2011). Mindfulness, Self-Compassion, and Happiness in Non-Meditators: A Theoretical and Empirical Examination. Personality and Individual Differences, 50, 222-227.
http://dx.doi.org/10.1016/j.paid.2010.09.033 [23] Holt, B. J., & Hannon, J. C. (2006). Teaching-Learning in the Affective Domain. Strategies, 20, 11-13.
http://dx.doi.org/10.1080/08924562.2006.10590695 [24] Huk, T., & Ludwig, S. (2009). Combining Cognitive and Affective Support in Order to Promote Learning. Learning and Instruction, 19, 495-505.
http://dx.doi.org/10.1016/j.learninstruc.2008.09.001 [25] Hyland, T. (2009). Mindfulness and the Therapeutic Function of Education. Journal of Philosophy of Education, 43, 119-131.
http://dx.doi.org/10.1111/j.1467-9752.2008.00668.x [26] Hyland, T. (2010). Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning. International Journal of Lifelong Education, 29, 517-532.
http://dx.doi.org/10.1080/02601370.2010.512792 [27] Lavric, M., & Flere, S. (2008). The Role of Culture in the Relationship between Religiosity and Psychological Well-Being. Journal of Religion and Health, 47, 164-175.
http://dx.doi.org/10.1007/s10943-008-9168-z [28] Light, P. (2006). The Need to Engage Our Students. TRACE Teaching Matters, 20. [29] Lillard, A. S. (2011). Mindfulness Practices in Education: Montessori’s Approach. Mindfulness, 2, 1-12.
http://dx.doi.org/10.1007/s12671-011-0045-6 [30] Littledyke, M. (2008). Science Education for Environmental Awareness: Approaches to Integrating Cognitive and Affective Domains. Environmental Education Research, 14, 1-17.
http://dx.doi.org/10.1080/13504620701843301 [31] Manocha, R. (2011). Meditation, Mindfulness and Mind-Emptiness. Acta Europsychiatrica, 23, 46-47.
http://dx.doi.org/10.1111/j.1601-5215.2010.00519.x [32] Martin, B. (2011). On Being a Happy Academic. Australian Universities’ Review, 53, 50-56. [33] McInnis, C. (2003). New Realities of the Student Experience: How Should Universities Respond? 25th Annual Conference, European Association for Institutional Research, Limerick, 24-27 August 2003. [34] McNabb, J. G., & Mills, R. (1995). Tech Prep and the Development of Personal Qualities: Defining the Affective Domain. Education, 115, 589-592. [35] Moore, A., & Malinowski, P. (2008). Meditation, Mindfulness and Cognitive Flexibility. Consciousness and Cognition, 18, 176-186.
http://dx.doi.org/10.1016/j.concog.2008.12.008 [36] Morris, I. (2009). Teaching Happiness and Well-Being in Schools: Learning to Ride Elephants. London: Continuum International Publishing Group. [37] Napoli, M. (2004). Mindfulness Training for Teachers: A Pilot Program. Complementary Health Practice Review, 9, 31-34.
http://dx.doi.org/10.1177/1076167503253435 [38] Nelson, D. (2003). Hopi Shooting Starts: Mindfulness in Education. The International Journal of Humanities and Peace, 19, 59-60. [39] Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G. (2007). Learning from Spiritual Models and Meditation: A Randomized Evaluation of a College Course. Pastoral Psychology, 54, 473-493.
http://dx.doi.org/10.1007/s11089-006-0062-x [40] Ott, U., & Hölzel, B. (2006). Relationships between Meditation Depth, Absorption, Meditation Practice and Mindfulness: A Latent Variable Approach. The Journal of Transpersonal Psychology, 38, 179-199. [41] Palmer, A., & Rodger, S. (2009). Mindfulness, Stress, and Coping among University Students. Canadian Journal of Counselling, 43, 198-212. [42] Repetti, R. (2010). The Case for a Contemplative Philosophy of Education. New Directions for Community Colleges, 151, 5-15.
http://dx.doi.org/10.1002/cc.411 [43] Robinson, P. (2004). Meditation: Its Role in Transformative Learning and in the Fostering of an Integrative Vision for Higher Education. Journal of Transformative Education, 2, 107-119.
http://dx.doi.org/10.1177/1541344603262317 [44] Roeser, R. W., & Peck, S. C. (2009). An Education in Awareness: Self, Motivational and Self-Regulated Learning in Contemplative Perspective. Educational Psychologist, 44, 119-136.
http://dx.doi.org/10.1080/00461520902832376 [45] Sonnier, I. L. (1989). Affective Education: Methods and Techniques. Englewood Cliffs, NJ: Educational Technology Publications. [46] Stefansdottir, S. I., & Sutherland, V. J. (2005). Preference Awareness Education: Stress Management Training for Academic Staff. Stress and Health, 21, 311-323.
http://dx.doi.org/10.1002/smi.1071 [47] Stenzel, E. J. (2006). A Rubric for Assessing in the Affective Domain for Retention Purposes. Assessment Update, 18, 9-11. [48] Stew, G. (2008). Mindfulness and Post Graduate Student Learning. In H. V. Knudsen (Ed.), Secondary Education Issues and Challenges. New York: Nova Science Publishers. [49] Tait-McCutcheon, S. L. (2008). Self-Efficacy in Mathematics: Affective, Cognitive, and Conative Domains of Functioning. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane, 28 June-1 July 2008, 507-513. [50] Thompson, T. L., & Mintzes, J. J. (2002). Cognitive Structure and the Affective Domain: On Knowing and Feeling in Biology. International Journal of Science Education, 24, 645-660.
http://dx.doi.org/10.1080/09500690110110115 [51] Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring Mindfulness—The Freiburg Mindfulness Inventory (FMI). Personality and Individual Differences, 40, 1543-1555.
http://dx.doi.org/10.1016/j.paid.2005.11.025 [52] Zhang, W., & Lu, J. (2009). The Practice of Affective Teaching: A View from Brain Science. International Journal of Psychological Studies, 1, 35-41.
http://dx.doi.org/10.5539/ijps.v1n1p35
[1] Attwood, R. (2009). Questions of Cost and Usefulness Dog E-Learning. Time Higher Education.
https://www.timeshighereducation.com/news/questions-of-cost-and-usefulness-dog-e-learning/406838.article [2] Bai, H., Scott, C., & Donald, D. (2009). Contemplative Pedagogy and Revitalization of Teacher Education. Alberta Journal of Educational Research, 55, 319-334. [3] Birbeck, D., & Andre, K. (2009). The Affective Domain: Beyond Simply Knowing. Australian Technology Network (ATN) Assessment Conference, 19-20 November 2009, 40-47. [4] Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using Student Journals to Stimulate Athentic Learning: Balancing Bloom’s Cognitive and Affective Domains. Teaching of Psychology, 32, 154-159.
http://dx.doi.org/10.1207/s15328023top3203_3 [5] Brady, R. (2007). Learning to Stop, Stopping to Learn Discovering the Contemplative Dimension in Education. Journal of Transformative Education, 5, 372-394.
http://dx.doi.org/10.1177/1541344607313250 [6] Brady, R. (2008). Realizing True Education with Mindfulness. Journal of the Sociology of Self-Knowledge, 6, 87-98. [7] Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84, 822-848.
http://dx.doi.org/10.1037/0022-3514.84.4.822 [8] Burack, C. (1999). Returning Meditation to Education. Tikkun, 14, 41-46. [9] Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing Mindfulness and Constructing Mental Health: Understanding Mindfulness and Its Mechanisms of Action. Mindfulness, 1, 235-253.
http://dx.doi.org/10.1007/s12671-010-0033-2 [10] Craig, B. (2011). Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program, 1997-2009 (pp. 1-124). Northampton, MA: Center for Contemplative Mind in Society. [11] De Souza, M., O’Higgins-Norman, F. J., & Scott, D. (2009). International Handbook of Education for Spirituality, Care and Wellbeing. London: Science and Business Media.
http://dx.doi.org/10.1007/978-1-4020-9018-9 [12] Dobkin, P. L. (2008). Mindfulness-Based Stress Reduction: What Processes Are at Work? Complementary Therapies in Clinical Practice, 14, 8-16.
http://dx.doi.org/10.1016/j.ctcp.2007.09.004 [13] Dolan, M. (2007). A New Transformation in Higher Education: Benefits of Yoga and Meditation. International Forum of Teaching and Studies, 3, 31-36, 70. [14] Evans, N., Ziaian, T., Sawyer, J., & Gillham, D. (2013). Affective Learning in Higher Education: A Regional Perspective. Australian and International Journal of Rural Education, 23, 23-41. [15] Garland, E., & Gaylord, S. (2009). Envisioning a Future Contemplative Science of Mindfulness: Fruitful Methods and New Content for the Next Wave of Research. Complementary Health Practice Review, 14, 3-9.
http://dx.doi.org/10.1177/1533210109333718 [16] Goldberg, D., & Williams, P. (1988). A User’s Guide to the HHQ. Windsor: NFER-Nelson. [17] Greeson, J. M. (2009). Mindfulness Research Update: 2008. Complementary Health Practice Review, 14, 10-18.
http://dx.doi.org/10.1177/1533210108329862 [18] Hassed, C., Sierpina, V. S., & Kreitzer, M. J. (2008). The Health Enhancement Program at Monash University Medical School. Explore, 4, 397-394.
http://dx.doi.org/10.1016/j.explore.2008.09.008 [19] Hirst, I. S. (2003). Perspectives of Mindfulness. Journal of Psychiatric and Mental Health Nursing, 10, 359-366.
http://dx.doi.org/10.1046/j.1365-2850.2003.00610.x [20] Holland, D. (2004). Integrating Mindfulness Meditation and Somatic Awareness into a Public Educational Setting. Journal of Humanistic Psychology, 44, 468-484.
http://dx.doi.org/10.1177/0022167804266100 [21] Holland, D. (2006). Contemplative Education in Unexpected Places: Teaching Mindfulness in Arkansas and Austria. Teachers College Record, 108, 1842-1861.
http://dx.doi.org/10.1111/j.1467-9620.2006.00764.x [22] Hollis-Walker, L. H., & Colosimo, K. (2011). Mindfulness, Self-Compassion, and Happiness in Non-Meditators: A Theoretical and Empirical Examination. Personality and Individual Differences, 50, 222-227.
http://dx.doi.org/10.1016/j.paid.2010.09.033 [23] Holt, B. J., & Hannon, J. C. (2006). Teaching-Learning in the Affective Domain. Strategies, 20, 11-13.
http://dx.doi.org/10.1080/08924562.2006.10590695 [24] Huk, T., & Ludwig, S. (2009). Combining Cognitive and Affective Support in Order to Promote Learning. Learning and Instruction, 19, 495-505.
http://dx.doi.org/10.1016/j.learninstruc.2008.09.001 [25] Hyland, T. (2009). Mindfulness and the Therapeutic Function of Education. Journal of Philosophy of Education, 43, 119-131.
http://dx.doi.org/10.1111/j.1467-9752.2008.00668.x [26] Hyland, T. (2010). Mindfulness, Adult Learning and Therapeutic Education: Integrating the Cognitive and Affective Domains of Learning. International Journal of Lifelong Education, 29, 517-532.
http://dx.doi.org/10.1080/02601370.2010.512792 [27] Lavric, M., & Flere, S. (2008). The Role of Culture in the Relationship between Religiosity and Psychological Well-Being. Journal of Religion and Health, 47, 164-175.
http://dx.doi.org/10.1007/s10943-008-9168-z [28] Light, P. (2006). The Need to Engage Our Students. TRACE Teaching Matters, 20. [29] Lillard, A. S. (2011). Mindfulness Practices in Education: Montessori’s Approach. Mindfulness, 2, 1-12.
http://dx.doi.org/10.1007/s12671-011-0045-6 [30] Littledyke, M. (2008). Science Education for Environmental Awareness: Approaches to Integrating Cognitive and Affective Domains. Environmental Education Research, 14, 1-17.
http://dx.doi.org/10.1080/13504620701843301 [31] Manocha, R. (2011). Meditation, Mindfulness and Mind-Emptiness. Acta Europsychiatrica, 23, 46-47.
http://dx.doi.org/10.1111/j.1601-5215.2010.00519.x [32] Martin, B. (2011). On Being a Happy Academic. Australian Universities’ Review, 53, 50-56. [33] McInnis, C. (2003). New Realities of the Student Experience: How Should Universities Respond? 25th Annual Conference, European Association for Institutional Research, Limerick, 24-27 August 2003. [34] McNabb, J. G., & Mills, R. (1995). Tech Prep and the Development of Personal Qualities: Defining the Affective Domain. Education, 115, 589-592. [35] Moore, A., & Malinowski, P. (2008). Meditation, Mindfulness and Cognitive Flexibility. Consciousness and Cognition, 18, 176-186.
http://dx.doi.org/10.1016/j.concog.2008.12.008 [36] Morris, I. (2009). Teaching Happiness and Well-Being in Schools: Learning to Ride Elephants. London: Continuum International Publishing Group. [37] Napoli, M. (2004). Mindfulness Training for Teachers: A Pilot Program. Complementary Health Practice Review, 9, 31-34.
http://dx.doi.org/10.1177/1076167503253435 [38] Nelson, D. (2003). Hopi Shooting Starts: Mindfulness in Education. The International Journal of Humanities and Peace, 19, 59-60. [39] Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G. (2007). Learning from Spiritual Models and Meditation: A Randomized Evaluation of a College Course. Pastoral Psychology, 54, 473-493.
http://dx.doi.org/10.1007/s11089-006-0062-x [40] Ott, U., & Hölzel, B. (2006). Relationships between Meditation Depth, Absorption, Meditation Practice and Mindfulness: A Latent Variable Approach. The Journal of Transpersonal Psychology, 38, 179-199. [41] Palmer, A., & Rodger, S. (2009). Mindfulness, Stress, and Coping among University Students. Canadian Journal of Counselling, 43, 198-212. [42] Repetti, R. (2010). The Case for a Contemplative Philosophy of Education. New Directions for Community Colleges, 151, 5-15.
http://dx.doi.org/10.1002/cc.411 [43] Robinson, P. (2004). Meditation: Its Role in Transformative Learning and in the Fostering of an Integrative Vision for Higher Education. Journal of Transformative Education, 2, 107-119.
http://dx.doi.org/10.1177/1541344603262317 [44] Roeser, R. W., & Peck, S. C. (2009). An Education in Awareness: Self, Motivational and Self-Regulated Learning in Contemplative Perspective. Educational Psychologist, 44, 119-136.
http://dx.doi.org/10.1080/00461520902832376 [45] Sonnier, I. L. (1989). Affective Education: Methods and Techniques. Englewood Cliffs, NJ: Educational Technology Publications. [46] Stefansdottir, S. I., & Sutherland, V. J. (2005). Preference Awareness Education: Stress Management Training for Academic Staff. Stress and Health, 21, 311-323.
http://dx.doi.org/10.1002/smi.1071 [47] Stenzel, E. J. (2006). A Rubric for Assessing in the Affective Domain for Retention Purposes. Assessment Update, 18, 9-11. [48] Stew, G. (2008). Mindfulness and Post Graduate Student Learning. In H. V. Knudsen (Ed.), Secondary Education Issues and Challenges. New York: Nova Science Publishers. [49] Tait-McCutcheon, S. L. (2008). Self-Efficacy in Mathematics: Affective, Cognitive, and Conative Domains of Functioning. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane, 28 June-1 July 2008, 507-513. [50] Thompson, T. L., & Mintzes, J. J. (2002). Cognitive Structure and the Affective Domain: On Knowing and Feeling in Biology. International Journal of Science Education, 24, 645-660.
http://dx.doi.org/10.1080/09500690110110115 [51] Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring Mindfulness—The Freiburg Mindfulness Inventory (FMI). Personality and Individual Differences, 40, 1543-1555.
http://dx.doi.org/10.1016/j.paid.2005.11.025 [52] Zhang, W., & Lu, J. (2009). The Practice of Affective Teaching: A View from Brain Science. International Journal of Psychological Studies, 1, 35-41.
http://dx.doi.org/10.5539/ijps.v1n1p35