{"id":146563,"date":"2025-04-24T13:15:37","date_gmt":"2025-04-24T17:15:37","guid":{"rendered":"https:\/\/www.ucf.edu\/news\/?p=146563"},"modified":"2025-04-24T13:16:02","modified_gmt":"2025-04-24T17:16:02","slug":"increasing-attention-spans-decreasing-anxiety-among-students-through-meditation","status":"publish","type":"post","link":"https:\/\/www.ucf.edu\/news\/increasing-attention-spans-decreasing-anxiety-among-students-through-meditation\/","title":{"rendered":"Increasing Attention Spans, Decreasing Anxiety Among Students Through Meditation"},"content":{"rendered":"<p>Higher-education students can sometimes find it challenging to manage stress, with about 77% of undergraduates reporting that they have experienced moderate to severe psychological distress, according to a 2024 American College Health Association study. With these concerns in mind, researchers in the <a href=\"https:\/\/ccie.ucf.edu\/lser\/\">Department of Learning Sciences and Educational Research<\/a> are looking at innovative ways to solve rising mental health and attention concerns in the classroom.<\/p>\n<h2>Improving Academic Outcomes and Experiences<\/h2>\n<p>Steve Haberlin, assistant professor at the <a href=\"https:\/\/www.ucf.edu\/college\/community-innovation-education\/\">College of Community Innovation and Education<\/a> is one of the college\u2019s researchers studying the impacts of meditation interventions and other mind-body practices in the classroom.<\/p>\n<blockquote><p>麻豆原创 is committed to supporting student success and well-being. Learn more about <a href=\"https:\/\/academicsuccess.ucf.edu\/sarc\/stress-wellness\/\">stress-management resources<\/a> here.<\/p><\/blockquote>\n<p>Haberlin first started incorporating meditation into his own academic life when he says he was a stressed-out undergraduate student. Having been introduced to meditation techniques as a child through martial arts, he already had a foundational knowledge of it. He learned that just 15 minutes of mantra repetition and meditation daily gave him the mental clarity he needed to navigate his academic responsibilities.<\/p>\n<p>\u201cAt my first professor job, I noticed when the undergrads first came into the classroom, they looked stressed out, unhappy and just tense,\u201d he says. \u201cI thought, \u2018I can\u2019t just start teaching them; we need to transition into the classroom.\u2019 That\u2019s when I started trying mindfulness meditation, like ringing a bowl and having them just focus on their breathing or heartbeat for a couple minutes. I noticed it was starting to help them with their stress and prepare for class. Soon, other faculty wanted me to teach them.\u201d<\/p>\n<p>The results of incorporating meditation into academic life are promising. Haberlin has seen firsthand the positive effects mindfulness can have on students\u2019 mental well-being from years of integrating the practices in his own classrooms, and he\u2019s received positive feedback from former and current students. His latest publication in the <em>Journal of American College Health <\/em>found that mindfulness-based interventions (MBIs) show more conclusive evidence for reducing stress, decreasing anxiety and helping students control mind-wandering during lectures.<\/p>\n<p>While research suggests a link between meditation and improved mental health, the correlation between mindfulness practices and academic performance is inconclusive. However, Haberlin says the indirect benefits \u2014 such as improved mental clarity and reduced anxiety \u2014 may naturally lead to better academic outcomes.<\/p>\n<p>\u201cMindfulness helps students with stress management, and while it might not directly boost grades, it certainly impacts their ability to focus and stay calm during stressful situations like exams or presentations,\u201d Haberlin says.<\/p>\n<h2>Digital Mindfulness<\/h2>\n<p>The research has also been extended to graduate students. Haberlin, alongside Professor <a href=\"https:\/\/ccie.ucf.edu\/person\/michele-gill\/\">Michele Gill,<\/a> co-founded the Mindfulness Signature Research Group as a way for doctoral students interested in mindfulness research to collaborate and contribute to future research with like-minded peers.<\/p>\n<p>Such research also examines ways that meditation and mindfulness are evolving. The use of technology, or \u201cdigital mindfulness,\u201d is a new area of meditation that Haberlin believes to be promising. It includes looking at how virtual reality (VR) and artificial intelligence (AI) can be integrated into meditation practices to better help students.<\/p>\n<p>\u201cTechnology has been blamed for mental health issues, but I believe it could also be the key to teaching students mindfulness and helping them maintain better mental health,\u201d he says. &#8220;Students\u2019 attention span has shortened, and they\u2019re already used to being on devices. If you can link meditation training to the devices \u2014 which a lot of people have done \u2014 then it can be a good entry point.\u201d<\/p>\n<p>Whether through VR meditation environments or AI-driven meditation apps that guide students based on their individualized needs, the goal is to make meditation more accessible and engaging for today\u2019s learners.<\/p>\n<p>\u201cWe\u2019ve got a number of grant proposals for virtual reality meditation,\u201d he says. \u201cI\u2019ve done a pilot with psychology students with a device called The Muse \u2014 a headband that provides neurofeedback through audio. As brain waves are starting to deepen or slow, you\u2019ll get feedback as to whether you\u2019re on the right track or not. There\u2019s even AI now being introduced as a meditation teacher or mental health coach. I\u2019m very interested in how we use those tools to help these digital learners deal with all the challenges that they face.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learning sciences and educational research professors are studying how meditation and mindfulness techniques, as well as AR and VR, could reduce mind-wandering and stress levels in college students.<\/p>\n","protected":false},"author":57,"featured_media":146564,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"lazy_load_responsive_images_disabled":false,"footnotes":"","_links_to":"","_links_to_target":"","_wp_rev_ctl_limit":""},"categories":[54523,23],"tags":[17177,17315,14916,54687,18102],"tu_author":[],"class_list":["post-146563","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academics","category-research","tag-college-of-community-innovation-and-education","tag-michele-gill","tag-research","tag-steve-haberlin","tag-student-success"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.3 (Yoast SEO v27.3) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Increasing Attention Spans, Decreasing Anxiety Among Students Through Meditation | 麻豆原创 News<\/title>\n<meta name=\"description\" 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