Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness.
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| Title: | Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness. |
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| Authors: | Gao, Qianyi1 (AUTHOR) qianyi-gao@uiowa.edu, Hall, Anna2 (AUTHOR), Bache-Wiig, Grace2 (AUTHOR), Counts-Davis, Audry Christine2 (AUTHOR), Orija, Morohunkeji2 (AUTHOR), Osho, Lauretta2 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2517-2529. 13p. |
| Subject Terms: | *Emotional intelligence, *Early childhood education, *Doctoral students, Mindfulness, Well-being, Stress management, Compassion |
| Abstract: | The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants' awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants' awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01752-3 |
