Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures

Ramsburg, Jared; Youmans, Robert J.

doi:10.1007/s12671-013-0199-5

Cited by 102 publications

(90 citation statements)

References 48 publications

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“…This finding aligns with many studies reporting the positive effects of contemplative practices on student learning (Arnold, 2011;Franco et al, 2010;Ramsburg & Youmans, 2014;Schlesiger, 1995) but contrasts with results of a prior study (Yamada & Victor, 2012) that found no improvements in student grades. Previous research (e.g., Hjeltnes et al, 2015;Jha et al, 2007;Zeidan et al, 2010) has shown that contemplative practices enhance focus, attention, concentration, and processing, resulting in improved learning and performance.…”

Section: Discussionsupporting

confidence: 82%

“…They found that while students in the treatment group demonstrated reduced levels of anxiety and rumination and increased mindful awareness traits as compared to the control group, there were no significant differences in student learning outcomes between the groups as measured by three exams and course final grade. In Ramsburg and Youmans (2014), students who meditated at the beginning of a lecture in a psychology course scored higher on post-lecture quizzes than students who did not meditate.…”

Section: Effects On Fla and Language Learningmentioning

confidence: 95%

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The impact of contemplative practices on foreign language anxiety and learning

Scida

Jones

2017

SSLLT

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This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre-and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.

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Section: Discussionsupporting

confidence: 82%

Section: Effects On Fla and Language Learningmentioning

confidence: 95%

The impact of contemplative practices on foreign language anxiety and learning

Scida

Jones

2017

SSLLT

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“…En esta área se ha explorado la capacidad de observar la experiencia sin juzgar como medio para no sólo mejorar el bienestar y la comunicación, sino también el rendimiento. De la misma manera la atención plena mejora la retención de conocimientos de los estudiantes (Ramsburg y Youmans, 2014), mejora las calificaciones de los estudiantes en Lectura y Ciencias, así como su desempeño en exámenes de algo riesgo (Bakosh et al, 2016).…”

Section: Influencia Del Mindfulness En Estudiantes Universitariosunclassified

Los Estudios Universitarios y el Mindfulness. Una Revisión Sistemática

Viciana¹,

Revelles²,

Linares³

et al. 2018

reice

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El proceso de formación del estudiante universitario está compuesto por la transmisión de contenidos académicos utilizando para ello estrategias metodológicas de diferente índole. Para que se desarrolle se deberán plantear el desarrollo de competencias emocionales, ayudándole a reconocer tanto sus emociones y motivaciones como las de los demás, facilitando la capacidad de comunicar y escuchar, adaptándose al medio para reaccionar de forma adecuada ante las diversas situaciones. Los programas de mindfulness pretenden reducir el cansancio emocional, fomentar el aprendizaje de técnicas efectivas del manejo del estrés y habilidades de regulación emocional, que ayudan a que se produzca un correcto proceso de enseñanza y aprendizaje. El presente trabajo analiza la evolución de la producción científica que hay en la Web of Science durante los últimos diez años, clasificando éstos según el objetivo de mejora buscado, el número de trabajos según el país de procedencia y los instrumentos de media utilizados, que abordan el mindfulness como un factor influyente en el desarrollo del estudiante universitario, constatando la necesidad de aumentar las investigaciones en este emergente cuerpo de estudio.Descriptores: Estudiante; Universidad; Desarrollo de la carrera; Rendimiento escolar; Escuela.The process of training the university student is composed of the transmission of academic content using methodological strategies of different kinds. To get it, it must raise the development of emotional skills, helping them to recognize both their emotions and motivations as those of others, facilitating the ability to communicate and listen, adapting to the environment in order to react appropriately to different situations. Mindfulness programs aim to reduce emotional fatigue, promoting the learning of effective techniques of stress management and emotional regulation skills, factors necessary for a proper teaching and learning process to occur. Our research analyzes the evolution of scientific production in the Web of Science during the last ten years, classifying them according to the objective of improvement sought, the number of works according to the country of origin and the media instruments used, which address mindfulness as an influential factor in the development of the university student, confirming the need to increase research in this emerging body of study.

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“…Interestingly, a recent study by Ramsburg and Youmans (in press) found that a brief 15-min mindfulness exercise, compared to a resting control group, resulted in improved academic performance. The authors suggested that changes in attention might have accounted for the observed differences.…”

Section: Introductionmentioning

confidence: 99%

The impact of a brief mindfulness meditation intervention on cognitive control and error-related performance monitoring

Larson¹,

Steffen²,

Primosch³

2013

Front. Hum. Neurosci.

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Meditation is associated with positive health behaviors and improved cognitive control. One mechanism for the relationship between meditation and cognitive control is changes in activity of the anterior cingulate cortex-mediated neural pathways. The error-related negativity (ERN) and error positivity (Pe) components of the scalp-recorded event-related potential (ERP) represent cingulate-mediated functions of performance monitoring that may be modulated by mindfulness meditation. We utilized a flanker task, an experimental design, and a brief mindfulness intervention in a sample of 55 healthy non-meditators (n = 28 randomly assigned to the mindfulness group and n = 27 randomly assigned to the control group) to examine autonomic nervous system functions as measured by blood pressure and indices of cognitive control as measured by response times, error rates, post-error slowing, and the ERN and Pe components of the ERP. Systolic blood pressure significantly differentiated groups following the mindfulness intervention and following the flanker task. There were non-significant differences between the mindfulness and control groups for response times, post-error slowing, and error rates on the flanker task. Amplitude and latency of the ERN did not differ between groups; however, amplitude of the Pe was significantly smaller in individuals in the mindfulness group than in the control group. Findings suggest that a brief mindfulness intervention is associated with reduced autonomic arousal and decreased amplitude of the Pe, an ERP associated with error awareness, attention, and motivational salience, but does not alter amplitude of the ERN or behavioral performance. Implications for brief mindfulness interventions and state vs. trait affect theories of the ERN are discussed. Future research examining graded levels of mindfulness and tracking error awareness will clarify relationship between mindfulness and performance monitoring.

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Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures

Cited by 102 publications

References 48 publications

The impact of contemplative practices on foreign language anxiety and learning

The impact of contemplative practices on foreign language anxiety and learning

Los Estudios Universitarios y el Mindfulness. Una Revisión Sistemática

The impact of a brief mindfulness meditation intervention on cognitive control and error-related performance monitoring

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