The impact of mindfulness meditation on academic well-being and affective teaching practices
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(Published version)
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2015
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Ziaian, T.
Sawyer, J.
Evans, N.
Gillham, D.
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Creative Education, 2015; 6(20):2174-2185
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Abstract
Using action research, this study investigated the impact of mindfulness meditation as used byacademic staff on the affective domain of teaching and learning, and its impact on the psychologicalwell-being of academic staff. Through convenience sampling technique, academic staff at theUniversity of South Australia’s Centre for Regional Engagement were recruited to the study. Participantscompleted a mindfulness meditation program including meditation practice of five minutestwice a day for a nine-month period. Workshops and individual telephone interviews wereconducted during this time, with early findings indicating that mindfulness meditation can increasestaff awareness of the affective domain and promote mental well-being. The results alsosuggest strategies to promote affective teaching and learning within the tertiary environment.
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Copyright 2015 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). (http://creativecommons.org/licenses/by/4.0/)