Social climate in university classrooms: A mindfulness-based educational intervention
Alberto Amutio1,2, Saioa Telletxea3, Estibaliz Mateos-Pérez4
1Departamento de Psicología Social, Universidad del País Vasco (UPV/EHU), Facultad de Relaciones Laborales y Trabajo Social, Leioa, Spain.
Psych Journal
|December 30, 2021
Summary
Mindfulness training in university students reduced stress and enhanced well-being. This intervention also improved classroom affiliation and fostered shared flow experiences, turning learning into a collective endeavor.
Area of Science:
- Psychology
- Education
Background:
- Limited research exists on mindfulness-based interventions for university students.
- Investigating the impact on collective experiences, such as shared flow, is crucial.
Purpose of the Study:
- To explore the effectiveness of mindfulness training in reducing stress and enhancing well-being.
- To assess the impact on shared flow experiences and classroom climate (engagement, affiliation).
Main Methods:
- A 7-week classroom-based mindfulness intervention was implemented.
- 125 university students (matched for age and sex) participated in intervention and control groups.
- Pretest and posttest measurements assessed mindfulness, stress, well-being, and classroom climate.
Main Results:
- The intervention group showed significant improvements in mindfulness, perceived stress, and classroom affiliation compared to the control group.
- Student perception of shared flow increased significantly from pretest to posttest.
- Mindfulness skills mediated improvements in well-being and stress reduction.
Conclusions:
- Mindfulness practice can positively transform the learning environment, making it more engaging and collaborative.
- Fostering mindfulness competencies among university students is important for their academic and personal development.
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