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首页> 外文会议>International Technology, Education and Development Conference >(2209) LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS' ACADEMIC PERFORMANCE
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(2209) LESS IS MORE: THE IMPACT OF MINDFULNESS MEDITATION ON UNDERGRADUATE STUDENTS' ACADEMIC PERFORMANCE

机译：（2209）更少：谨慎冥想对本科学生的学术表现的影响

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摘要

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.
机译：高等教育中的谨慎度成为学术研究的受欢迎。几项研究表明了本科生，降低焦虑水平，提高自尊和促进社会技能的积极影响。尽管这兴趣，证据表明所有这些积极效应转化为改善的学术表现仍然稀缺。目的：该研究的目的是分析Mindfuls实践对302名学生在巴塞罗那大学（西班牙）的302名学生的学术表现的影响利用对照组。方法：学生分布在两个条件下：第一个条件在学年十几周的课程中的前10分钟内完成了谨慎行为;第二个条件完全没有做法。同样，这两个条件都分成了两个相同的群体。学术表现是在学年结束时衡量谷床平均成绩分数。结果：结果证实，与没有参加实践会议的人相比，参加谨慎实践的学生取得了更好的学术表现。结论：该研究的调查结果表明，谨慎的是提高本科生学术表现的成功战略。这是一个创新和轻松的做法，实现对整体学生的学习经历产生积极影响。解释了解心灵实践对学术表现影响的潜在心理机制仍有待探索。

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