About this paper

Appears in:
Pages: 9057-9059
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2209

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE

C. Coo1, J. Escartin2

1Universitat Jaume I (SPAIN)
2Universitat de Barcelona (SPAIN)
Background:
Mindfulness in higher education has become a popular subject in academic research. Several studies have shown the positive effects of mindfulness practice for undergraduate students, lowering anxiety levels, improving self-esteem and promoting social skills. Despite this interest, the evidence suggesting all these positive effects translate into improved academic performance is still scarce.

Aim:
The aim of the study was to analyze the influence of mindfulness practice on academic performance of 302 students of the degree of Psychology at the University of Barcelona (Spain) utilizing a control group.

Method:
The students were distributed between two conditions: the first condition underwent mindfulness practice during the first 10 minutes of class during ten weeks of the academic year; the second condition underwent no practice at all. As well, both conditions were split in two equal size groups. Academic performance was measured trough mean grade score at the end of the academic year.

Results:
The results confirmed that students who attended mindfulness practices achieved better academic performance compared to those who did not attend practice sessions.

Conclusions:
The study’s findings suggest that mindfulness is a successful strategy to improve academic performance in undergraduate students. It is an innovative and easy practice to implement that has a positive impact on overall student learning experience. The underlying psychological mechanisms that explain the effects of mindfulness practice on academic performance remains to be explored.
@InProceedings{COO2018LES,
author = {Coo, C. and Escartin, J.},
title = {LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.2209},
url = {http://dx.doi.org/10.21125/inted.2018.2209},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {9057-9059}}
TY - CONF
AU - C. Coo AU - J. Escartin
TI - LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.2209
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 9057
EP - 9059
ER -
C. Coo, J. Escartin (2018) LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE, INTED2018 Proceedings, pp. 9057-9059.
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