高等教育课堂中的正念练习:对学生体验的影响

Jasna K. Schwind, H. Beanlands, A. Wang, Sophia Aksenchuk
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引用次数: 0

摘要

越来越多的研究表明,受过高等教育的学生认为压力和焦虑会对他们的个人幸福、学业成功和未来的职业生涯产生负面影响。在高等教育环境中引入正念练习已经被证明可以减轻这些压力源,如果经常练习,可以增强学生的平和感。然而,很少有人知道学生是如何在课堂上体验到教师主导的正念练习的。作为一项更大的混合方法研究的一部分,教师向大学生介绍了正念活动,并将这些活动纳入他们的课堂。然后,学生们被邀请完成一份关于他们经历的在线调查。学生的反应(n=45)反映了在课堂上进行正念练习的总体积极体验。具体来说,学生们发现了自我照顾、个人幸福感以及减轻压力和焦虑的好处。他们还感到正念增强了他们的自我意识和反身性,并可转移到个人和职业生活环境中。学生对教师主导的正念练习的书面评论强调了他们感受到的好处,比如提高注意力和吸收信息的能力,以及同学破坏性行为带来的挑战。从教师那里收集的定性数据表明,减少了学生的焦虑,增加了自我照顾,提高了师生关系和教师教学实践的质量。考虑到正念练习对学生的潜在好处,教师们可能希望探索将正念活动引入课堂的策略,以支持希望参与的学生,同时允许其他人以尊重的、不受干扰的方式选择退出。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mindful practices in higher education classrooms: Impact on student experiences
Increasingly, research reveals that higher education students identify perceived stress and anxiety as negatively impacting their personal wellbeing, academic success, and future professional lives. Introduction of mindful practices into higher education settings has been shown to mitigate such stressors, and when practiced regularly, can enhance students’ sense of peace and calm. However, little is known about how students experience the introduction of faculty-led mindful practices in the classroom. As part of a larger mixed-methods study, university students were introduced to mindful activities by faculty, who incorporated these activities in their classrooms. Students were then invited to complete an online survey about their experiences. Student responses (n=45) reflected an overall positive experience of engaging in mindful practices in the classroom. Specifically, students identified benefits to self-care, sense of personal wellbeing, as well as reduction in perceived stress and anxiety. They also felt mindfulness increased their self-awareness and reflexivity and was transferable to personal and professional life-contexts. Students’ written comments about faculty-led mindful practices highlighted perceived benefits, such as improving focus and ability to absorb information, as well as challenges resulting from disruptive behaviours by classmates. Qualitative data collected from faculty suggest reduced student anxiety and increased self-care, as well as enhanced quality of faculty-student relationships and faculty teaching practices. Given the potential benefits of mindful practices for students, faculty may wish to explore strategies for introducing mindful activities into their classrooms in ways that support students who wish to participate, while allowing others to opt out in a respectful, non-disruptive manner.
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