The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices

DOI: 10.4236/ce.2015.620222   PDF   HTML   XML   2,765 Downloads   3,856 Views   Citations


Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.

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Ziaian, T. , Sawyer, J. , Evans, N. and Gillham, D. (2015) The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices. Creative Education, 6, 2174-2185. doi: 10.4236/ce.2015.620222.

Conflicts of Interest

The authors declare no conflicts of interest.


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