A Qualitative Inquiry into Mindfulness Practices Among College Students in India and the United States: Definitions, Challenges, and Strategies
Pankhuri Aggarwal, Blessing S. Johnson, Christian Garcia, James Kelley, Anuradha Sathiyaseelan, Rose Marie Ward
Mindfulness June 23, 2026 DOI: 10.1007/s12671-026-02908-5 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Exploratory qualitative study Preregistered Peer reviewed |
|---|---|
| Sample size | 1,020 |
| Population | College students in India and the United States |
| Topics | Meditation |
| Keywords | Qualitative research Exploratory research Content analysis Distraction Perception Interpersonal communication Rumination Applied psychology Medical education Cultural diversity Interpersonal relationship Clinical psychology Feeling Reflexivity Martial arts |
| Key findings | Cultural context shapes how mindfulness is defined, practiced, and challenged, with U.S. students emphasizing awareness and consideration of others, and Indian students more often practicing meditation. |
Abstract
Abstract Objectives Mindfulness, rooted in Buddhist philosophy, has gained global prominence for its psychological benefits. However, cultural contexts influence how mindfulness is defined and practiced. This exploratory study examined perceptions and practices of mindfulness among college students in India ( n = 512) and the United States (U.S.) ( n = 508).
Method: Students responded to open-ended questions assessing the definitions, challenges, and strategies related to mindfulness. Responses were analyzed using inductive content analysis within a post-positivist/realist framework, with reflexive team discussions used to support transparency and analytic rigor.
Results: Seven content categories were identified for definitions of mindfulness, with students in the U.S. more frequently emphasizing awareness of self and/or environment and consideration of others in their definitions. Twelve content categories were identified in examples of mindfulness practice, revealing that students in India more commonly practiced meditation, whereas U.S. students were more likely to engage in physical activity, reflective practices, spiritual/religious practices, and consideration of others. Perceived challenges to mindfulness fell into five content categories. Indian participants most often cited distraction as a key barrier, while U.S. participants more frequently reported emotional and interpersonal difficulties. Perceived strategies to overcome challenges included psychological, behavioral, and physiological approaches, with cultural nuances evident in strategy preference.
Conclusions: Findings highlight key cross-cultural similarities and differences, emphasizing the need for culturally informed mindfulness interventions. This research provides insight into how college students from diverse cultural backgrounds conceptualize and engage with mindfulness practices, supporting future efforts to tailor mindfulness-based programs for students in higher education. Preregistration This study was not preregistered.