Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students.
The British journal of educational psychology September 1, 2024 Rebecchi Kevin, Lubart Todd, Shankland Rebecca et al. 4 citations
A cluster randomized trial with 107 year-7 adolescents tested whether digital in-class meditation programs, framed with either self-centred or responsibility-centred intentions, affect creativity and sense of responsibility. Over 11 weeks, no effects were found on divergent thinking or self-reported mindfulness. However, the responsibility-centred meditation group showed significant improvements in graphic and verbal convergent creative thinking and in responsibility scores compared to the self-centred meditation group. Differences also appeared between the control and self-centred groups and between some classes. Effect sizes were moderate but significant, suggesting that the intention behind meditation may matter as much as the practice itself for enhancing convergent thinking and responsibility in middle-school students.