Practice makes better? A study of meditation learners in a classroom environment

doi:10.1080/03055690600948216

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Journal Article > Item 987654321/50588

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Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/50588

Title:	Practice makes better? A study of meditation learners in a classroom environment
Authors:	Lin, Chin-yen;Kuo, Tsung-hsien;Kuo, Yen-ku;Kuo, Yen-lin;何俐安;Ho, Li-an;Lin, Chien-ting
Contributors:	淡江大學教育科技學系
Keywords:	Adult learning;Classroom climate;Learning fatigue;Meditation
Date:	2007-03-01
Issue Date:	2010-08-09 20:43:04 (UTC+8)
Publisher:	Taylor & Francis
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 <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.
Relation:	Educational Studies 33(1), pp.65-80
DOI:	10.1080/03055690600948216
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Journal Article

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