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    题名: Practice makes better? A study of meditation learners in a classroom environment
    作者: Lin, Chin-yen;Kuo, Tsung-hsien;Kuo, Yen-ku;Kuo, Yen-lin;何俐安;Ho, Li-an;Lin, Chien-ting
    贡献者: 淡江大學教育科技學系
    关键词: Adult learning;Classroom climate;Learning fatigue;Meditation
    日期: 2007-03-01
    上传时间: 2010-08-09 20:43:04 (UTC+8)
    出版者: Taylor & Francis
    摘要: 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 <1 year, 1–3 years, 4–6 years, 7–10 years and >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.
    關聯: Educational Studies 33(1), pp.65-80
    DOI: 10.1080/03055690600948216
    显示于类别:[教育科技學系暨研究所] 期刊論文

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