THE EFFECTIVENESS OF MINDFULNESS DEEP BREATHING TO INCREASE STUDENTS' ACADEMIC WELL-BEING
Abstract
The study of positive psychology is currently an interesting part of efforts to form students who are active and happy in the learning process with meaningful activities. Mindfulness deep breathing in the learning process is not widely studied, because research is still limited to individual and group contexts. Thus, this research focuses on the application of classical mindfulness deep breathing format which is effective in improving students' academic well-being. The design used was multiple pretest post test with the research subjects being class X high school students. Data collection uses the Student Subjective Wellbeing Questionnaire (SSWQ). The results of the repeated measure test prove that the classical format mindfulness deep breathing is effective in improving students' academic well-being (f (1,72) = 272,80; p <0,001). The findings in this study show the effectiveness of the mindfulness deep breathing technique implemented in a classical format in improving students' academic well-being.
References
Allen, J. B. (2018). Joy and Positive Emotions. The Psychology of Happiness in the Modern World, 1990, 23–38. https://doi.org/10.1891/9780826132833.0004
Black, D.S., Milam., & Sussman, S. (2009). Sitting Meditation Interventions Among Youth: A Review Of Treatment Efficacy. Pediatrics, 124, 532-541. DOI: 10.1542/peds.2008- 3434.
Boniwell, I. (2013). Introduction to Positive Education. Oxford Handbook of Happiness, December 2018, 1097–1539. https://doi.org/10.1093/oxfordhb/9780199557257.013.0040
Brown, A.P., Marquis, A., & Guiffrida, D.A. (2013). “Mindfulness based intervention in counseling”. Journal of counseling & development. 91: 96- 104
Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9, 693–707. https://doi.org/10.1007/s12671-017-0839-2
De Fraine, B., Van Landeghem, G., & Van Damme, J. (2005). “An analysis of well-being in secondary school with multilevel growth curve models and multilevel multivariate models”. Quality & Quantity, 39: 297–316
Doss, K.K., & Bloom, L. (2017). “Mindfulness in the middle school classroom: strategies to target social and emotional well-being of gifted students”. Journal of Gifted Education International, 1(12). DOI:doi.org/10.1177/0261429417716352
Engels, N., Aelterman, A., Van Petegem, K., & Schepens, A. (2004). “Factors which influence the well-being of pupils in Flemish secondary schools”. Educational Studies, 30(2), 127–143. Engelwood Cliffs, NJ: Prentice-Hall.
Fraillon, J. (2004). Measuring student wellbeing in the context of australian schooling: Discussion Paper Commissioned by the South Australian Department of Education and Children’s services as an agent of the Ministerial Council on Education, Employment, Training and Youth Affairs. http://www.mceetya.edu.au/ verve/_resources/ Measuring_Student_ Well- Being_ in_the_Context_of_Australian_Schooling.pdf.
Heintzelman, S. J. (2018). Eudaimonia in the contemporary science of subjective well-being: Psychological well-being, self-determination, and meaning in life. In Handbook of well-being. Salt Lake City, UT: DEF …. nobascholar.com. https://doi.org/10.4324/9781351231879-14
Kabat-Zinn, J. (2006). Coming to our senses: healing ourselves and the world through mindfulness. New York,NY: Hyperion
Minkos, M.L., Chafouleas, S.M., Bray, M.A., & LaSalle, T.P. (2017). Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting. Journal of Behavioral Disorders, 43(4), 436–443. DOI: doi.org/10.1177/0198742917740870
Phan, H. P., Ngu, B. H., & Alrashidi, O. (2016). Role of Student Well-Being: A Study Using Structural Equation Modeling. Psychological Reports, 119(1), 77–105. https://doi.org/10.1177/0033294116656819
Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39. https://doi.org/10.1007/s10902-006-9019-0
Seligman, M. E. P., Park, N., & Peterson, C. (2005). Positive Psychology Progress. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066X.60.5.410
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). “The Effects of a Mindfulness- Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence”. Mindfulness, 1(3): 137–151. DOI:10.1007/s12671-010-0011-8
Singleton, P. A., & Clifton, K. J. (2021). Towards measures of affective and eudaimonic subjective well-being in the travel domain. Transportation. https://doi.org/10.1007/s11116-019-10055-1
Singh, N.N., Lancioni,G.E., Winton, A.S.W., Karazsia, B.T., & Singh, J. (2013). Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students. Research in Human Development, 10(3): 211- 233, DOI: 10.1080/ 15427609. 2013.818484
Susanti, P.D., Wibowo, M.E., & Mulawarman. (2019). The effectiveness of acceptance and commitment therapy counseling and mindfulness-based cognitive counseling to reduce school burnout. Jurnal Bimbingan Konseling, 9(2), 173-178. DOI: https://doi.org/10.15294/jubk.v9i2.34352
Turashvili, T., & Japaridze, M. (2012). Psychological Well-Being and Its Relation To Academic Performance of Students in Georgian Context. Problems of Education in the 21st Century , 49, 73–80. http://www.scientiasocialis.lt/
Van de Weijer-Bergsma, E., Langenberg, G., Brandsma, R., Oort, F. J., & Bögels, S. M. (2014). The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness, 5, 238–248. https://doi.org/0.1007/s12671-012-0171-9
Veenhoven, R. (2010). How Universal is Happiness? International Diferences in Well-Being, 328–350.
Waskito, P., Loekmono, J, T, L. & Dwikurnaningsih, Y. (2018). Hubungan Antara Mindfulness dengan Kepuasan Hidup Mahasiswa Bimbingan dan Konseling. Jurnal Kajian Bimbingan dan Konseling, 3(3), 99-107. ISSN 2503-3417 (online).
Williams, G., Thomas, K & Smith, A.P. (2017). “Stress and well-being of university staff: An investigation using the demands resources-individual effects (drive) model and well-being process questionnaire (wpq)”. Psychology, 8: 191-194. DOI:.org/10.4236/psych.2017.812124
World Health Organisation (WHO). (2003). Caring for children and adolescent with mental disorders: Setting WHO directions. Geneva: World Health Organisation
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools a systematic review and metaanalysis. Frontiers in Psychology, Educational Psychology, 5(603), 1-20. DOI: 10.3389/fpsyg.2014.00630
Copyright (c) 2024 Nedi Kurnaedi, Moh Fikri Tanzil Mutaqin, Lika Pajriani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
