Date of Submission
2017
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP
First Advisor
George McCloskey, PhD
Second Advisor
Sarah Allen, PsyD
Third Advisor
Cirian Dalton, PhD
Recommended Citation
Harne, Alexander, "Availability for Learning:Effects of Mindfulness Meditation on Student Cognitive Abilities" (2017). PCOM Psychology Dissertations. 410.
https://digitalcommons.pcom.edu/psychology_dissertations/410
Comments
Teachers are regularly expected to teach more information with fewer resources and less instructional time. Often, young students attending class may not be available for learning. In order to maximize learning, teachers must prepare the mental states of their students. This study sought to determine if correlations existed between the recurrent practice of mindfulness meditation and the strengthening of various cognitive skills and attitudes towards learning. The most significant findings found an overall increase in the attention, working memory, executive functions, and receptivity towards learning as perceived by the teacher and students. Students with the lowest levels of cognitive skills and receptiveness were often the individuals to benefit most significantly from the mindfulness meditation program.