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

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.

Study at a glance

Abstract

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. 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. 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. 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. 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.