Meditative Training Improves Undergraduate Executive Functioning

The experience of attending college can be a stressful experience for many students, one that college and university counseling centers may have limited resources of time and finances to assuage. For instance, decision making may deteriorate during times of stress and result in a narrowed perceptual...

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Bibliographic Details
Published inJournal of college student psychotherapy Vol. 32; no. 2; pp. 163 - 179
Main Authors Kaufman, Jason A., Jensen, Jon A.
Format Journal Article
LanguageEnglish
Published New York Routledge 03.04.2018
Taylor & Francis Ltd
Subjects
Attention
Classrooms
Cognitive flexibility
community college
Community Colleges
Comparative Analysis
Control Groups
Counseling
counseling center
Counseling Services
Counseling Techniques
Decision Making
Executive Function
executive functions
Experimental Groups
introspection
Measures (Individuals)
meditation
Metacognition
Outcomes of Treatment
Pretests Posttests
relaxation
Relaxation Training
stress
Stress Variables
Student health services
Student Needs
Student Surveys
Two Year College Students
Undergraduate students
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Summary:The experience of attending college can be a stressful experience for many students, one that college and university counseling centers may have limited resources of time and finances to assuage. For instance, decision making may deteriorate during times of stress and result in a narrowed perceptual set. The present study sought to determine through a novel design whether meditative training could effectively address the situation. Results indicated that classroom-based meditative training improved executive functioning among college students regarding stress, cognitive flexibility, and insight. Such an approach to intervention may provide college and university counseling centers with greater opportunities to better meet student emotional and academic needs.
ISSN:8756-8225
1540-4730
DOI:10.1080/87568225.2017.1366282