Examining the Impact Mindfulness Meditation on Measures of Mindfulness, Academic Self – Efficacy, and GPA in Online and On – Ground Learning Environments
Keywords:Transformative Learning, Mindfulness, Mindfulness Meditation, Academic Self - Efficacy, Mediation
Within this study, the researcher explored the relationship between mindfulness, learning strategies, and GPA by designing and administering a Mindfulness Meditation (MM) program. There were two versions of the MM program. One version was delivered in an online learning format, where the researcher did not interact with students. The other version was delivered in an on – ground learning format, where the researcher did interact with students. The results indicated significant differences between scores on baseline and follow – up measures of mindfulness, with some differences emerging between participants in the different versions of the intervention. The results also indicated significant differences in learning strategies such as test anxiety, critical thinking, and metacognitive self – regulation between baseline and follow – up. Lastly, the results indicated that Academic Self - Efficacy (ASE) mediated the relationship between Effort Regulation (ER) and GPA for those who participated in the online version of the MM program. Implications pertaining to the results and recommendations for future research are provided in the article.
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