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Mindful experiential learning.

机译：认真的体验式学习。

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Although there is substantial research on mindfulness and experiential learning there has been no effort to study how the two constructs relate to one another. This study explores the relationship between mindfulness and experiential learning to develop a construct called mindful experiential learning. It details two types of mindfulness research streams and administers the Mindfulness Attention Awareness Scale (MAAS) and the Langer Mindfulness Scale (LMS) to measure the two approaches respectively as they relate to experiential learning measured by the Kolb Learning Style Inventory (LSI) and adaptability of learning style as measured by Adaptive Styles Inventory (ASI). An integration of the two mindfulness streams was hypothesized to load into three factors and resulted in four factors of novelty seeking, novelty producing, engaging, and attention/awareness. An integrated definition of mindfulness is proposed and a scale is suggested. As it relates to experiential learning, the thesis aimed to clarify whether or not mindful experiential learning is a metacognitive or sensory/contextual process. Data revealed positive correlations between mindfulness as measured by the LMS and concrete experience on the LSI and negative correlations between the LMS and reflective observation on the LSI. There were no significant relationships found between learning styles and mindfulness as measured by the MAAS, and no relationships found between the ASI and either mindfulness scale. The data suggests that a mindful experiential learning is a sensory/contextual process. Mindful experiential learning involves the concrete experience of knowledge acquisition in order to seek and produce novelty that allows one to learn in a way that best fits the context of the learning environment. From this starting point, the learner may navigate a range of experiential learning styles to improvise with the demands of the environment. Mindful experiential learning is proposed as an engaged process of seeking and producing novel learning opportunities while being attentive and aware of momentary concrete experience.
机译：尽管对正念和体验式学习进行了大量研究，但并未努力研究这两种结构之间的关系。这项研究探索了正念与体验学习之间的关系，以发展一种称为正念体验学习的结构。它详细介绍了两种类型的正念研究流，并管理正念注意意识量表（MAAS）和朗格正念量表（LMS）来分别衡量这两种方法，因为这两种方法与由Kolb学习风格量表（LSI）和适应性来衡量的体验式学习有关。自适应样式清单（ASI）衡量的学习样式。假设将两个正念流集成为三个因素，并导致了四个因素：寻求新颖性，产生新颖性，参与度和注意力/意识。提出了对正念的综合定义，并提出了一个量表。与体验式学习有关，本文旨在阐明正念式体验式学习是元认知过程还是感官/情境过程。数据显示，通过LMS测量的正念与LSI的具体经验之间存在正相关，而LMS与LSI的反射性观察之间存在负相关。通过MAAS衡量，在学习风格和正念之间没有发现显着的关系，在ASI和任何正念量表之间也没有发现任何关系。数据表明，正念的体验式学习是一种感官/情境过程。正念体验式学习涉及知识获取的具体经验，以寻求并产生新颖性，使人们能够以最适合学习环境的方式进行学习。从这个起点开始，学习者可以浏览一系列体验式学习样式，以即兴地适应环境的需求。正念体验学习被提议为在寻找和产生新颖学习机会的过程中，同时注意并了解瞬时的具体经验。

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