An Online Course in Contemplative Neuroscience Increases Dispositional Mindfulness and Reduces Meditation Barriers
Uta Wolfe, Temmy Batoyun
Journal of Undergraduate Neuroscience Education 2022 DOI: 10.59390/eebd8126 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental with comparison group Peer reviewed |
|---|---|
| Population | Undergraduate students in an online course |
| Intervention | asynchronous online course in contemplative neuroscience |
| Duration | Short-term |
| Topics | Meditation |
| Key findings | An asynchronous online contemplative neuroscience course reduced barriers to meditation and improved mindfulness, while a comparison online general psychology course did not. |
Abstract
Teaching contemplative neuroscience is emerging as a way to increase the reach and relevance of our field to a wider undergraduate population while also encouraging the beneficial practice of contemplation. In-person classes on the topic have been shown to improve both academic learning and attitudes towards science and meditation. Here we show that a short-term, asynchronous online course in contemplative neuroscience had comparable benefits.Students completed the Determinants of Meditation Practice Inventory (DMPI; Williams et al., 2011) and the Mindful Attention Awareness Scale (MAAS; Brown and Ryan, 2003) at the start and end of the course. Their scores showed reduced barriers to meditation and improved mindfulness after the course, changes predictive of a range of positive behavioral and well-being outcomes. Students also rated the course as highly effective in advancing neuroscience understanding and competency. A comparison group (from an online general psychology class) showed no increase in mindfulness and a significantly weaker reduction in meditation barriers.This success of an online class in both academic and social-emotional learning is promising given the rapid growth of online instruction and the improved access it can provide to non-traditional students. The class format together with its health-relevant topic could thus be a valuable tool for reaching a more diverse student body while at the same time promoting practices linked to both personal and societal benefits.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |
Citations in the library
Cites 10
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Alterations in Brain and Immune Function Produced by Mindfulness Meditation Psychosomatic Medicine July 1, 2003
- Meditation experience is associated with differences in default mode network activity and connectivity Proceedings of the National Academy of Sciences November 23, 2011
- Long-term meditators self-induce high-amplitude gamma synchrony during mental practice Proceedings of the National Academy of Sciences November 8, 2004
- Effects of mindful-attention and compassion meditation training on amygdala response to emotional stimuli in an ordinary, non-meditative state Frontiers in Human Neuroscience 2012
and 5 more in the library