Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners
Ling-yan Cheng
Heliyon February 1, 2023 DOI: 10.1016/j.heliyon.2023.e13733 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Review Peer reviewed |
|---|---|
| Population | Young English as a foreign language (EFL) learners |
| Topics | Anxiety Meditation |
| Keywords | Education |
| Key findings | Argues that anxiety and boredom can undermine creativity in young second-language learners, and that mindfulness, by enhancing attention, can positively influence creativity and well-being. The authors contend that research findings support mindfulness as a contributor to learners' success and recommend gradually integrating it into education. |
Abstract
Anxiety may contribute to agitation and distress in learners that can influence learning. Along with anxiety, boredom has been the focus of many recent investigations in the context of second language (L2) learning involving young learners. Anxiety and boredom would limit learners' imagination power, and can deter creativity, one of the indispensable skills in the 21st century. Mindfulness is another construct that is in line with creativity and its perspective to control anxiety is assured in literature. The proposed programs of mindfulness can influence creativity positively in the moment and over time. This is made possible by enhancing the level of the person's attention on daily activities which yields creative outcomes. In a world where stress and, often, distress undermine creativity, mindfulness emerges as an essential contributor to learners' success in educational practice. The current review focuses on young English as a foreign language (EFL) learners given that many believe stress and anxiety are commonplace among youth, leading to a decrease in creativity. Research findings reveal that mindfulness enhances creativity. Therefore, the improvement of students' well-being can be achieved by gradually incorporating mindfulness into the educational domain. Considering the important role of these factors in the language learning process, the purpose of this review is to examine the possible interactional effect of mindfulness in relation to creativity, learners' anxiety, and boredom in the context of L2 education among young learners. This is followed by proposing some suggestions for future research, as well as pedagogical implications.
Comparable studies
Other narrative reviews on anxiety, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness-based interventions: an overall review General (healthcare, schools, workplace) | 2021 | Review | |
| A Consensus Statement on the Use of Ketamine in the Treatment of Mood Disorders | 2017 | Review and consensus statement | |
| Sudarshan Kriya Yogic Breathing in the Treatment of Stress, Anxiety, and Depression: Part II—Clinical Applications and Guidelines | 2005 | Review | |
| Mindfulness Meditation and Psychopathology | 2018 | Review | |
| Management of Treatment-Resistant Depression: Challenges and Strategies | 2020 | Review |
Citations in the library
Cited by 2
Cites 6
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- The psychological effects of meditation: A meta-analysis. Psychological Bulletin May 14, 2012
- 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
- Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners Frontiers in Psychology July 5, 2022
- Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review December 1, 2010
and 1 more in the library