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

doi:10.1080/03055690600948216

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 期刊論文 > Item 987654321/50588

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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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