ERIC Number: EJ1035703
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Beliefs about Meditating among University Students, Faculty, and Staff: A Theory-Based Salient Belief Elicitation
Lederer, Alyssa M.; Middlestadt, Susan E.
Journal of American College Health, v62 n6 p360-369 2014
Objective: Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. Participants: N = 96 students, faculty, and staff at a large midwestern university during spring 2012. Methods: A survey measured the RAA global constructs and elicited the beliefs underlying intention to meditate. Thematic and frequency analyses and multiple regression were performed. Results: Quantitative analyses showed that intention to meditate was significantly predicted (R[superscript 2] = 0.632) by attitude, perceived norm, and perceived behavioral control. Qualitative analyses revealed advantages (eg, reduced stress; feeling calmer), disadvantages (eg, takes time; will not work), and facilitating circumstances (eg, having more time; having quiet space) of meditating. Conclusions: Results of this theory-based research suggest how college health professionals can encourage meditation practice through individual, interpersonal, and environmental interventions.
Descriptors: College Students, College Faculty, Stress Variables, Relaxation Training, Stress Management, Student Attitudes, Teacher Attitudes, Attitude Measures, School Personnel, Surveys, Intention, Multiple Regression Analysis, Predictor Variables, Social Attitudes, Behavior, Qualitative Research, Barriers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A