Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students.
Rebecchi Kevin, Lubart Todd, Shankland Rebecca, Hagège Hélène
British Journal of Educational Psychology September 1, 2024 DOI: 10.1111/bjep.12694 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cluster randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 107 |
| Population | Year 7 adolescents from six classes in middle school |
| Duration | 11-week period |
| Topics | Meditation |
| Keywords | Convergent thinking Creativity Digital Mind wandering Responsibility |
| Citations | 4 |
| Key findings | Responsibility-centred meditation improved convergent creative thinking and sense of responsibility in adolescents, while self-centred meditation did not, and neither affected divergent thinking or mindfulness. |
Abstract
Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations. We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cited by 1
Cites 27
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- Short-term meditation training improves attention and self-regulation Proceedings of the National Academy of Sciences October 11, 2007
- Focused attention, open monitoring and loving kindness meditation: effects on attention, conflict monitoring, and creativity – A review Frontiers in Psychology September 23, 2014
- A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of school psychology June 1, 2014
- Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools Educational Psychology Review March 1, 2015
and 22 more in the library