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Exploring impacts of a college biology course with integrated mindfulness practice on student well-being: Qualitative insights from student written reflections.

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Title: Exploring impacts of a college biology course with integrated mindfulness practice on student well-being: Qualitative insights from student written reflections.
Authors: Zhang, Zhuoya (AUTHOR), Chilakapati, Sai S. (AUTHOR), Lưu, Pháp (AUTHOR), Borowy, Caroline (AUTHOR), Gilbert-Diamond, Diane (AUTHOR)
Source: Journal of American College Health. Aug2026, Vol. 74 Issue 7, p2072-2081. 10p.
Subjects: Curriculum, Interdisciplinary education, Qualitative research, Statistical hypothesis testing, Mindfulness, Undergraduates, Health occupations students, Positive psychology, Biology, Psychological well-being, Reflection (Philosophy), Descriptive statistics, Chi-squared test, Emotions, Psychology, Thematic analysis, Teenagers' conduct of life, Conceptual structures, Happiness, Health behavior, Food habits, Psychology of college students, Student attitudes, Data analysis software, Body movement, Physical activity
Geographic Terms: United States
Abstract: Objective: This study aimed to qualitatively explore the perceived impacts of an undergraduate biology course that integrated mindfulness on student well-being. Participants: A total of 36 undergraduate students enrolled in the Mindful Physiology course in Spring 2023. Methods: Thematic analysis was conducted on students' weekly written reflections on course content and mindfulness practice. Results: Students reported improved well-being, including increased positive emotions, compassion, social connectedness, and competency in using mindfulness to manage everyday stressors. Recognizing the body as a dynamic, interdependent system fostered appreciation of interbeing and enhanced connection to themselves, others, and the environment. Additionally, learning about physiological systems increased students' appreciation for their bodies and motivation to adopt health-promoting practices, including consistent mindfulness practice. Conclusions: Findings support integrating mindfulness practice into human physiology teaching as an innovative approach to enhance college student well-being. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring impacts of a college biology course with integrated mindfulness practice on student well-being: Qualitative insights from student written reflections.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Aug2026, Vol. 74 Issue 7, p2072-2081. 10p.
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  Data: Objective: This study aimed to qualitatively explore the perceived impacts of an undergraduate biology course that integrated mindfulness on student well-being. Participants: A total of 36 undergraduate students enrolled in the Mindful Physiology course in Spring 2023. Methods: Thematic analysis was conducted on students' weekly written reflections on course content and mindfulness practice. Results: Students reported improved well-being, including increased positive emotions, compassion, social connectedness, and competency in using mindfulness to manage everyday stressors. Recognizing the body as a dynamic, interdependent system fostered appreciation of interbeing and enhanced connection to themselves, others, and the environment. Additionally, learning about physiological systems increased students' appreciation for their bodies and motivation to adopt health-promoting practices, including consistent mindfulness practice. Conclusions: Findings support integrating mindfulness practice into human physiology teaching as an innovative approach to enhance college student well-being. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195992868
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/07448481.2026.2636837
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 2072
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Statistical hypothesis testing
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      – SubjectFull: Mindfulness
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      – SubjectFull: Undergraduates
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      – SubjectFull: Health occupations students
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      – SubjectFull: Positive psychology
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      – SubjectFull: Biology
        Type: general
      – SubjectFull: Psychological well-being
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      – SubjectFull: Reflection (Philosophy)
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Chi-squared test
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      – TitleFull: Exploring impacts of a college biology course with integrated mindfulness practice on student well-being: Qualitative insights from student written reflections.
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              Text: Aug2026
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