Practicing Transcendental Meditation in High Schools: Relationship to Well-Being and Academic Achievement among Students

Autor/inn/en	Wendt, Staci; Hipps, Jerry; Abrams, Allan; Grant, Jamie; Valosek, Laurent; Nidich, Sanford
Titel	Practicing Transcendental Meditation in High Schools: Relationship to Well-Being and Academic Achievement among Students
Quelle	In: Contemporary School Psychology, 19 (2015) 4, S.312-319 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-015-0066-6
Schlagwörter	Metacognition; Well Being; Academic Achievement; Grade 9; Comparative Analysis; Cohort Analysis; Released Time; Student Participation; Statistical Analysis; Experimental Groups; Control Groups; Resilience (Psychology); Time on Task; Participant Satisfaction; Self Disclosure (Individuals); Program Effectiveness + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Well-being; Wellness; Wohlbefinden; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Kohortenanalyse; Arbeitsfreistellung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Statistische Analyse; Zeitaufwand
Abstract	The Quiet Time program provides a 15-min period at the beginning and end of the school day where students may practice Transcendental Meditation (TM) or another quiet activity such as reading silently to oneself. This study examined the impact of participating in Quiet Time on ninth-grade students (n?=?141) by comparing their outcomes to those of a group of ninth-grade students (n?=?53) attending a school that did not participate in Quiet Time. Students in both groups completed an assessment battery in early October 2012, shortly after which treatment students learned TM, and again in May 2013. Analysis of covariance was used to analyze the differences between the treatment and comparison groups. Results indicated that students who participated in Quiet Time scored significantly lower on anxiety (p?<?0.05) and higher on resilience (p?<?0.05) at follow-up than comparison group students. Within the treatment group, students who spent more time meditating also had higher resilience scores and higher instruction time. After participating in Quiet Time, students self-reported increases in their sleep, happiness, and self-confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01