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, MediationAbstract
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.
References
Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition
to behavior in bullying situations among Greek primary school children. Educational psychology, 24(1), 27-41.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
Baer, R. A., Smith, G. T., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., ... & Williams, J. M. G. (2008). Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment, 15(3), 329-342.
Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of educational psychology, 95(3), 604.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bean, J. P., & Eaton, S. B. (2000). A psychological model of college student
retention. Reworking the student departure puzzle, 1, 48-61.
Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of child and family studies, 23(7), 1242-1246.
Bishop, S. R. (2002). What do we really know about mindfulness-based stress reduction?. Psychosomatic medicine, 64(1), 71-83.
Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153-164.
Bowen, S., Chawla, N., Collins, S. E., Witkiewitz, K., Hsu, S., Grow, J., ... & Marlatt, A. (2009). Mindfulness-based relapse prevention for substance use disorders: A pilot efficacy trial. Substance abuse, 30(4), 295-305.
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211-237.
Chang, V. Y., Palesh, O., Caldwell, R., Glasgow, N., Abramson, M., Luskin, F., ... & Koopman, C. (2004). The effects of a mindfulness‐based stress reduction program on stress, mindfulness self‐efficacy, and positive states of mind. Stress and Health, 20(3), 141-147.
Carmody, J. (2016). Reconceptualizing mindfulness. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: Theory, research, and practice (pp. 62 – 78). New York: The Guilford Press.
Charoensukmongkol, P. (2014). Benefits of mindfulness meditation on emotional intelligence, general self-efficacy, and perceived stress: evidence from Thailand. Journal of Spirituality in Mental Health, 16(3), 171-192.
Chen, G., Gully, S. M., & Eden, D. (2004). General self‐efficacy and self‐esteem: Toward theoretical and empirical distinction between correlated self‐evaluations. Journal of organizational Behavior, 25(3), 375-395.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128.
Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: a mediation analysis. Educational Psychology, 37(6), 745-756.
Greason, P. B., & Cashwell, C. S. (2009). Mindfulness and counseling self‐efficacy: The mediating role of attention and empathy. Counselor Education and Supervision, 49(1), 2-19.
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of psychosomatic research, 57(1), 35-43.
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for research in Mathematics Education, 261-273.
Heath, N. L., Joly, M., & Carsley, D. (2016). Coping Self-Efficacy and Mindfulness in Non-Suicidal Self-Injury. Mindfulness, 7(5), 1132-1141.
Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a" Learning to Learn" course. Teaching of Psychology, 30(1), 30-33.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of counseling psychology, 31(3), 356.
Luberto, C. M., Cotton, S., McLeish, A. C., Mingione, C. J., & O’Bryan, E. M. (2014). Mindfulness skills and emotion regulation: The mediating role of coping self-efficacy. Mindfulness, 5(4), 373-380.
Martin, M. (2018). Mindfulness and transformation in a college classroom. Adult
Learning, 29, 5-10. doi: 10.1177/1045159517744752
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for
Adult and Continuing Education,74. San Francisco: Jossey-Bass, 5-12.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.
Ramsburg, J. T., & Youmans, R. J. (2014). Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 5(4), 431-441.
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In Self-regulated learning and academic achievement (pp. 83-110). Springer, New York, NY.
Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of educational psychology, 77(3), 313.
Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer-model attributes and children's achievement behaviors. Journal of Educational Psychology, 79(1), 54.
Soysa, C. K., & Wilcomb, C. J. (2015). Mindfulness, self-compassion, self-efficacy, and gender as predictors of depression, anxiety, stress, and well-being. Mindfulness, 6(2), 217-226.
Strauss, C., Cavanaugh, K., Oliver, A., & Pettman, D. (2014). Mindfulness-Based interventions for people diagnosed with a current episode of an anxiety or depressive disorder: A meta-analysis of randomized controlled trials. PLoS One, 9(4), 1-14.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American educational research journal, 29(3), 663-676.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American educational research journal, 31(4), 845-862.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Dustin Williams
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All published works remain the copyright of the author, and are published under the Creative Commons Attribution-ShareAlike 4.0 License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attributions-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) following the journal's published version of the work, as it can lead to productive exchanges and greater citation of published work.
