Practice Makes Better? A Study of Meditation Learners in a Classroom Environment

Autor/inn/en	Lin, Chin-Yen; Kuo, Tsung-Hsien; Kuo, Yen-Ku; Kuo, Yen-Lin; Ho, Li-An; Lin, Chien-Ting
Titel	Practice Makes Better? A Study of Meditation Learners in a Classroom Environment
Quelle	In: Educational Studies, 33 (2007) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Foreign Countries; Learning Motivation; Group Discussion; Classroom Environment; Multivariate Analysis; Metacognition; Adult Students; Adult Learning; Correlation; Relaxation Training; Student Motivation; Student Experience; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Motivation for studies; Lernmotivation; Gruppendiskussion; Klassenklima; Unterrichtsklima; Multivariate Analyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Korrelation; Entspannungstraining; Schulische Motivation; Studienerfahrung; Schülerverhalten
Abstract	The study investigates the effect of length of meditation history on various factors, namely learning motivation, learning outcome and classroom climate. Data were collected from working adult learners (n = 450) attending meditation classes in two large cities in Taiwan. The investigation categorized learners based on meditation experience, namely less than 1 year, 1-3 years, 4-6 years, 7-10 years and greater than 10 years. The study investigated how experience affects learners in their perception of motivation, learning outcome and classroom climate, using one-way ANOVA and post-hoc analysis. Results showed a non-linear ordered response--longer meditation experience does not in all cases increase benefits gained from meditation. A follow-up group discussion with learners identified learning fatigue as a possible factor for the non-linear results. In addition, through canonical correlation analysis, the study also showed that learning motivation and classroom climate is strongly correlated with learning outcome. The paper concludes with a discussion of results. Sample data breakdowns are appended. (Contains 3 figures and 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10