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The impact of mindfulness meditation on academic well-being and affective teaching practices

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dc.contributor.authorZiaian, T.
dc.contributor.authorSawyer, J.
dc.contributor.authorEvans, N.
dc.contributor.authorGillham, D.
dc.date.issued2015
dc.description.abstractUsing 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.
dc.identifier.citationCreative Education, 2015; 6(20):2174-2185
dc.identifier.doi10.4236/ce.2015.620222
dc.identifier.issn2151-4755
dc.identifier.issn2151-4771
dc.identifier.urihttps://hdl.handle.net/11541.2/116467
dc.language.isoen
dc.publisherScientific Research Publishing
dc.relation.fundingUniversity of South Australia Small Development Grant
dc.rightsCopyright 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/)
dc.source.urihttps://doi.org/10.4236/ce.2015.620222
dc.subjectMindfulness
dc.subjectMindfulness Meditation
dc.subjectWellbeing
dc.subjectAffective Domain
dc.subjectHigher Education
dc.subjectUniversities
dc.titleThe impact of mindfulness meditation on academic well-being and affective teaching practices
dc.typeJournal article
pubs.publication-statusPublished
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