Day, Michael, 1956-
M.A. (Master of Arts)
Department of English
Meditation--Study and teaching; Pedagogy; Cognitive psychology; Rhetoric; Educational psychology
Amid ever-growing interest in cognition and learning and demands for pedagogy that channels the attention of increasingly distracted and disengaged learners, this thesis explored the effects of a mindfulness meditation practice on students' attentional control, metacognition, and writing apprehension. Students practiced the instructor-led meditation as a class for five minutes each class session, completing periodic surveys about their experiences and writing weekly timed essays. The repeated mindfulness practice allowed students to become familiar with their mental habits and challenged students to work through mental frustrations as they arose. The weekly writing session following the mindfulness practice allowed them to both reflect on and continue the practice while facing common academic-writing-related pressures. This study reveals a strong association between the brief but frequent mindfulness practice and students' attentional control, insight, and apprehension and offers suggestions for implementation as well as future research.
DeMint, Kristin, "Mindfulness meditation in first-year composition : effects on attention, metacognition, and apprehension" (2014). Graduate Research Theses & Dissertations. 3969.
Northern Illinois University
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