Date of Award:

12-2023

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Jody Clarke-Midura

Committee

Jody Clarke-Midura

Committee

Andrew Walker

Committee

Kristy Bloxham

Committee

David Feldon

Committee

Tyler Renshaw

Abstract

Over the last 20 years, there has been growing evidence of mental health issues in doctoral candidates worldwide (Zhang et al., 2022; Barry et al., 2019; Gewin, 2012; Radison & DiGeronimo, 2005). Practicing mindfulness meditation, which is one way to cope with stress and anxiety (Kabat-Zinn, 1991), could be a useful practice for these PhD students. However, despite all the evidence that suggests the health benefits of having a regular meditation routine, motivating graduate students to practice meditation can be challenging (Franco, 2020). This study addresses this challenge by assessing a 5-week mindfulness meditation course designed to support graduate students in developing a habit of practicing mindfulness meditation. Graduate students in PhD degree programs, many of whom worked and/or had families, were recruited to participate in a 5-week online mindfulness meditation course. Principles from social cognitive learning theory, particularly self-efficacy, guided course structure and activities, helping to better understand and interpret participants' experiences and growth throughout the course. Interviews were conducted mid- and post-course to find out how effective the online course was in helping participants to make a habit of practicing mindfulness meditation and to understand what factors of the course were most effective in changing their mindfulness meditation practice. Participants took the Self-Efficacy for Mindfulness Meditation Practice surveys, pre-, mid-, and post-course to inform qualitative data from interviews.

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