Mindfulness meditation intervention in the college classroom: Mindful awareness, working memory, content retention, and elaboration.

Abstract

The present study sought to determine if 5 min of guided mindfulness meditation at the start of class would lead to greater working memory and mindful awareness during class, and whether these improvements would in turn result in higher levels of content retention or elaboration. This study used a within-subjects crossover design, in which 172 undergraduate students were assigned to one of two groups. Each group meditated at the start of class for 4 weeks, while the other did not. Retention of that class's content was assessed weekly; elaboration, working memory, and mindful awareness during class were assessed at the end of each 4-week period. Repeated-measures ANOVAs revealed that participants did not show higher levels of working memory, mindful awareness, ability to elaborate, or content retention during the period in which they were meditating in class, as compared to the period in which they were not. Parallel mediation (MEMORE) models showed significant total effects on elaboration and content retention, but no significant direct or indirect effects, with the exception of direct effects of meditation on working memory. Brief mindfulness practice at the start of a college class session may not have expected cognitive benefits for students during class.