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ERIC Number: ED520641
Record Type: Non-Journal
Publication Date: 2010
Pages: 96
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0228-0
ISSN: N/A
Quieting the Cacophony of the Mind: The Role of Mindfulness in Adult Learning
Parish, Kay Annette
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this study was to investigate the role between mindfulness practice and adult learning. The participants were full-time students enrolled in a two-year radiography program at a Midwestern community college. Critical thinking and problem solving skills are essential to students' success and to healthcare professionals. The main objective of the study was to introduce the participants to mindfulness practice, help them cultivate and sustain a practice of their own and explore the effects of daily practice on their learning. The research method was primarily qualitative consisting of participants' interviews and journals. One quantitative survey was used to support the qualitative data. The study took place over a 15-week period in the fall semester of 2009. The findings indicated positive impact of the mindfulness practices on all of the students' learning, as defined by the participants themselves. They felt that they were better able to focus their attention, experienced less stress and anxiety, and were able to achieve relaxation. The major challenge to the participants was finding time in their busy schedules for quiet meditation. The study resulted in a modified theoretical model which incorporated the constructs of time management as a stressor and relaxation, increased awareness, and increased calm as additional responses to mindfulness practice. The conclusion of the study was that in a world that is increasingly full of distraction, regular mindfulness practice is a viable tool to enhance student success and to enable higher level thinking. The researcher recommends purposeful integration of mindfulness practice into adult education as a regular classroom activity, as part of college success programs, and as a credit course offering. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A