Minimal Mindfulness for Maximum Impact: Mandalas, Positivity, Self-Compassion, and Gratitude in the Higher Education Classroom
Jennifer M Joy, Kendra K Fox, Lauren A Shepherd
Journal of Educational Research and Practice October 10, 2024 DOI: 10.5590/jerap.2024.14.1.19 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pre-post intervention study Peer reviewed |
|---|---|
| Sample size | 12 |
| Population | Female graduate students |
| Duration | One day |
| Topics | Meditation |
| Key points | A day of mindfulness-based activities significantly increased overall mindfulness in twelve female graduate students, according to paired-samples t-tests. The authors suggest this indicates that brief mindfulness-based interventions can be feasibly incorporated into graduate education to support student well-being. |
Abstract
Numerous mindfulness-based interventions have demonstrated significant increases in users’ overall physical and emotional well-being. Often, however, graduate-level instructors believe it would be too time-consuming to incorporate these worthwhile self-care strategies into their curriculum. The aim of this study was to evaluate whether participating in a day of mindfulness-based activities could increase overall mindfulness in graduate students. Intervention activities were focused on creating a safe and focused space, as well as instilling self-compassion, positivity, and gratitude. Twelve female graduate students completed short activities utilizing mandalas, prompts for self-compassion and positivity, and a forgiveness practice. Paired-samples t-tests showed the intervention significantly increased overall mindfulness in these students. This suggests the benefit of using mindfulness-based interventions in higher education.