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The Impact of Mindfulness Interventions in Higher Education to Enhance Engagement
- Source :
-
Journal of Further and Higher Education . 2023 47(5):619-632. - Publication Year :
- 2023
-
Abstract
- Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student's in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students' ability to self-regulate, contributing to student engagement and feeling connected at university.
Details
- Language :
- English
- ISSN :
- 0309-877X and 1469-9486
- Volume :
- 47
- Issue :
- 5
- Database :
- ERIC
- Journal :
- Journal of Further and Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1390275
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/0309877X.2023.2175652