Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students.

Rebecchi, Kevin; Todd, Lubart; Rebecca, Shankland; Hélène, Hagège

doi:10.1111/bjep.12694

Article (Scientific journals)

Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students.

Rebecchi, Kevin; Todd, Lubart; Rebecca, Shankland et al.

2024 • In British Journal of Educational Psychology, 94 (3), p. 919 - 946

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https://hdl.handle.net/2268/335098

DOI
10.1111/bjep.12694

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38825666

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Keywords :

convergent thinking; creativity; digital; mind wandering; mindfulness; responsibility; Humans; Adolescent; Male; Female; Schools; Social Responsibility; Creativity; Mindfulness/methods; Meditation/methods; Students/psychology; Meditation; Students; Education; Developmental and Educational Psychology

Abstract :

[en] BACKGROUND: Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. AIMS: To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations. METHODS: We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. RESULTS: Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. CONCLUSION: Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.

Disciplines :

Education & instruction
Social & behavioral sciences, psychology: Multidisciplinary, general & others

Author, co-author :

Rebecchi, Kevin ; Université de Liège - ULiège > Traverses

Todd, Lubart; Université Paris Cité & Univ Gustave Eiffel, LaPEA, Boulogne-Billancourt, France

Rebecca, Shankland; Department of Psychology of Development, Education and Vulnerabilities, Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), University Lumière Lyon 2, Lyon, France ; Institut Universitaire de France, Paris, France

Hélène, Hagège; Unité de Recherche CeReS, UR 14922, University of Limoges, Limoges, France

Language :

English

Title :

Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students.

Publication date :

2024

Journal title :

British Journal of Educational Psychology

ISSN :

0007-0998

Publisher :

John Wiley and Sons Ltd, England

Volume :

Issue :

Pages :

919 - 946

Peer reviewed :

Peer Reviewed verified by ORBi

Funding text :

This project has received financial support from the European Regional Development Fund under the Operational Program FEDER\u2010FSE 2014\u20132020 R\u00E9gion Nouvelle\u2010Aquitaine.

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