Impact of Practicing Mindful Breathing in Class
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| Title: | Impact of Practicing Mindful Breathing in Class |
|---|---|
| Language: | English |
| Authors: | Lakshmi Rajkumar, Christine Dubowy, Ahmad Khatib |
| Source: | Teaching and Learning Excellence through Scholarship. 2021 1:41-49. |
| Availability: | Board of Trustees of the Community College of Baltimore County. 7201 Rossville Boulevard, ADMN 101, Baltimore, MD 21237. Tel: 443-840-3756; e-mail: rminor@ccbcmd.edu; Web site: https://tales.journals.publicknowledgeproject.org/index.php/tales |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Relaxation Training, Metacognition, Accounting, Test Anxiety, Stress Management, Biology, Science Instruction, Community College Students, Attention Control, Trust (Psychology), Teacher Student Relationship, Grades (Scholastic), Student Attitudes, Sense of Community, Well Being |
| ISSN: | 2766-8991 |
| Abstract: | Many community college students experience high levels of stress due to the demands of coursework and stressors outside of the classroom. Contemplative practices such as deep breathing can reduce stress and increase focus, but students may not be familiar with or feel that they have time to engage in these practices. We hypothesized that introducing students to mindful breathing in our accounting and biology classes would help students manage stress during the semester, reduce test anxiety, and improve student performance. To test this hypothesis, we introduced some sections of our courses to mindful breathing techniques such as square breathing, alternate nostril breathing, and victorious breathing and set aside time at the start of each class to allow students to engage in these practices. At the end of the semester, we surveyed students to assess their past and present experiences with contemplative practices and their perceptions of the benefits of mindful breathing. We also asked students to rate their levels of exam stress and to rate the general feelings of stress they experienced during the semester, comparing their responses with responses from students in control sections that were not introduced to mindful breathing. The survey results indicated that mindful breathing was a new practice to some students and a familiar practice to others. Most students felt that the practice of deep breathing at the start of each class helped them reduce stress, develop a sense of connectedness, and improve focus. However, there was no consistent difference in self-reported exam stress or general stress between students in sections with and without in-class contemplative breathing. There was also no difference in course performance, as reflected by overall course grade, between sections with and without in-class contemplative breathing. Although it was not the focus of this study, we observed that in-class contemplative breathing practice seemed to improve the learning environment and helped build trusting relationships with students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444810 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1444810 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1444810 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Impact of Practicing Mindful Breathing in Class – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lakshmi+Rajkumar%22">Lakshmi Rajkumar</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+Dubowy%22">Christine Dubowy</searchLink><br /><searchLink fieldCode="AR" term="%22Ahmad+Khatib%22">Ahmad Khatib</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teaching+and+Learning+Excellence+through+Scholarship%22"><i>Teaching and Learning Excellence through Scholarship</i></searchLink>. 2021 1:41-49. – Name: Avail Label: Availability Group: Avail Data: Board of Trustees of the Community College of Baltimore County. 7201 Rossville Boulevard, ADMN 101, Baltimore, MD 21237. Tel: 443-840-3756; e-mail: rminor@ccbcmd.edu; Web site: https://tales.journals.publicknowledgeproject.org/index.php/tales – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Relaxation+Training%22">Relaxation Training</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Accounting%22">Accounting</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2766-8991 – Name: Abstract Label: Abstract Group: Ab Data: Many community college students experience high levels of stress due to the demands of coursework and stressors outside of the classroom. Contemplative practices such as deep breathing can reduce stress and increase focus, but students may not be familiar with or feel that they have time to engage in these practices. We hypothesized that introducing students to mindful breathing in our accounting and biology classes would help students manage stress during the semester, reduce test anxiety, and improve student performance. To test this hypothesis, we introduced some sections of our courses to mindful breathing techniques such as square breathing, alternate nostril breathing, and victorious breathing and set aside time at the start of each class to allow students to engage in these practices. At the end of the semester, we surveyed students to assess their past and present experiences with contemplative practices and their perceptions of the benefits of mindful breathing. We also asked students to rate their levels of exam stress and to rate the general feelings of stress they experienced during the semester, comparing their responses with responses from students in control sections that were not introduced to mindful breathing. The survey results indicated that mindful breathing was a new practice to some students and a familiar practice to others. Most students felt that the practice of deep breathing at the start of each class helped them reduce stress, develop a sense of connectedness, and improve focus. However, there was no consistent difference in self-reported exam stress or general stress between students in sections with and without in-class contemplative breathing. There was also no difference in course performance, as reflected by overall course grade, between sections with and without in-class contemplative breathing. Although it was not the focus of this study, we observed that in-class contemplative breathing practice seemed to improve the learning environment and helped build trusting relationships with students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1444810 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444810 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 41 Subjects: – SubjectFull: Relaxation Training Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Accounting Type: general – SubjectFull: Test Anxiety Type: general – SubjectFull: Stress Management Type: general – SubjectFull: Biology Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Community College Students Type: general – SubjectFull: Attention Control Type: general – SubjectFull: Trust (Psychology) Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Grades (Scholastic) Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Sense of Community Type: general – SubjectFull: Well Being Type: general Titles: – TitleFull: Impact of Practicing Mindful Breathing in Class Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lakshmi Rajkumar – PersonEntity: Name: NameFull: Christine Dubowy – PersonEntity: Name: NameFull: Ahmad Khatib IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-electronic Value: 2766-8991 Numbering: – Type: volume Value: 1 Titles: – TitleFull: Teaching and Learning Excellence through Scholarship Type: main |
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