Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Bethany; Regan, Timothy; Van Loon, Matthew; Fields, Sherecce A. |
|---|---|
| Titel | Examining the Role of Dispositional Mindfulness and Boredom Proneness in Differences in Perception of Passing Time |
| Quelle | In: Journal on Educational Psychology, 15 (2021) 1, S.1-10 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0973-8827 |
| Schlagwörter | Metacognition; Psychological Patterns; Stimulation; Time Management; Social Media; Lecture Method; Correlation; Personality Traits; Late Adolescents; College Students; Attention; Kaufman Brief Intelligence Test |
| Abstract | Mindfulness training has been attributed to a wide array of psychological benefits; however, there is still much to be learned about trait mindfulness. This study examined relationships between boredom proneness, dispositional mindfulness and time perception within three experimental conditions: Waiting, Social Media and Lecture. Our sample (N = 194; M age = 19.27 years) included university students who were randomly assigned to a condition after completing relevant self-report measures. Participants then documented how much time they perceived to have passed during the seven-and-a-half-minute experiment. Correlational, regression and ANCOVA analyses were conducted to explore the major hypotheses. Correlation analyses indicated that boredom proneness and dispositional mindfulness were negatively correlated (r(194) = -0.49, p<0.001). ANCOVA analyses suggest that individuals in the Lecture condition perceived more time as passing than those in the other conditions, F(2,153) = 3.15, p<0.05. Finally, regression findings indicated that dispositional mindfulness (b = 1.99, t(58) = 2.75, p<0.01) and boredom proneness (b = -0.09, t(58) = -2.26, p<0.05) predicted time perception, but only within the lecture condition. Based on these findings, we suggest that mindfulness training may be useful for emerging adults in academic settings to improve mindful attending to lectures. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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