Mindfulness in the foreign language classroom: Influence on academic achievement and awareness
Mindfulness in the foreign language classroom: Influence on academic achievement and awareness
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DOI：
10.1177/1362168820934624
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发表时间：
2020-07
影响因子：
4.2
通讯作者：
Luisa Zeilhofer
中科院分区：
文献类型：
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作者：
Luisa Zeilhofer
将正念融入教育与提高学术、社交和情感学习有关。这篇文章描述了一项在外语环境（德语）中实施冥想练习的调查。有两个班的学生进行了不同种类的冥想：数到十的方法和有指导的冥想方法，而第三个班的学生则不参加冥想活动，作为对照组。冥想练习进行了一年，收集了学生的学业成绩、正念测量和对冥想练习观点的评估数据。结果显示，与对照组相比，在治疗条件下的班级表现出显著的学业成就和意识提高的迹象。通过五面正念问卷（FFMQ）测量，两种冥想方法在正念的不同方面存在差异。此外，学生对冥想练习总体上表现出积极的倾向，这是通过一种新开发的工具来衡量的：冥想体验五领域调查（FSMES）。结果表明，冥想练习可能在设计和开发新的教学实践中发挥作用。
Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation approach, whereas a third class served as a comparison group by not partaking in meditative activities. Meditative practices were implemented for a period of one year and data were collected on students’ academic achievement, measures of mindfulness, and evaluations of their perspectives on meditative practices. Results revealed that classes in the treatment conditions showed marked signs of academic achievement and increased awareness relative to the comparison group. Differences were revealed between the two meditation methods in terms of distinct aspects of mindfulness as measured by the five-facet mindfulness questionnaire (FFMQ). In addition, students showed a positive disposition towards meditative practices in general, which was measured by a new developed instrument: the five spheres of meditation experience survey (FSMES). Results suggest that meditative practices may play a role in designing and developing novel pedagogical practices.