{"title":"Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness","authors":"Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho","doi":"10.1007/s10643-024-01752-3","DOIUrl":null,"url":null,"abstract":"<p>The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01752-3","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field