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Teaching well-being alongside academic studies in an undergraduate for-credit mindfulness course

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Teaching well-being alongside academic studies in an undergraduate for-credit mindfulness course

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Content Teaching Well-Being Alongside Academic Studies in an Undergraduate For-Credit
Mindfulness Course
by
Linda Yaron Weston
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
In partial fulfillment of the requirements for the degree of
Doctor Of Education
August 2024

© Copyright by Linda Yaron Weston 2024
All Rights Reserved

The Committee for Linda Yaron Weston certifies the approval of this Dissertation
Eric Canny
Katherine Bihr
Kenneth Anthony Yates, Dissertation Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
As institutions of higher education seek to incorporate well-being into the schooling experience,
they face a challenge of how to do so in a way that is effective, sustainable, and scalable. This
study explores the impact of a university for-credit mindfulness course on student well-being
beliefs and behaviors, and the extent to which the course contributed to student self-efficacy in
managing their well-being. Utilizing a qualitative and quantitative mixed methods approach that
analyzed data from student panels, course evaluations, and a survey of past course participants,
data were triangulated and coded to discern recurring themes. Findings from hundreds of student
voices indicate the course had a measurable impact on student well-being beliefs and behaviors,
particularly around their capacity to navigate challenges, cope with emotions, engage in kind
self-talk, and deepen reflective self-awareness. These findings indicate a promising practice for
including such well-being courses in the curriculum or as a well-being general education
requirement.
Keywords: well-being, mindfulness, higher education, self-efficacy, social cognitive
theory

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Dedication
For C & BG
You can do it! Loving you and cheering you on always.

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Table of Contents
Abstract iv
Dedication v
List of Tables ix
List of Figures x
Chapter One: Introduction to the Study 1
Context and Background of the Problem 2
Purpose of the Project and Research Questions 3
Importance of the Study 4
Overview of Theoretical Framework and Methodology 5
Definitions 6
Organization of the Dissertation 7
Chapter Two: Literature Review 8
Social Cognitive Theory 9
Conceptual Framework 14
Defining and Measuring Well-Being 16
Mindfulness in Context 21
Introduction to Mindfulness Curriculum 23
Module 1: Principles of Mindfulness 23
Module 2: Body 25
Module 3: Heart 28
Module 4: Mind 31
Module 5: Mindfulness in Daily Life 34

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Summary 37
Chapter Three: Methodology 38
Research Questions 38
Overview of Design 38
Overview of Participants 39
The Researcher 40
Data Sources 41
Method 1: Survey of Past Course Participants 41
Method 2: Document Analysis of Course Evaluations and Student Panel Transcripts 44
Validity and Reliability 48
Ethics 49
Limitations and Delimitations 49
Chapter Four: Findings 51
Research Question 1: How has the Introduction to Mindfulness course at WPU impacted
student well-being beliefs and behaviors? 52
Individual Beliefs, Reflective Self-Inquiry, and Identity Relating to Well-Being 52
Changing Behaviors Using Techniques, Tools, and Real-World Applications 70
Course Environment: Community, Shared Accountability, and Curriculum 81
Summary of Research Question 1 Findings 100
Research Question 2: To what degree does the course contribute to participants’ sense of selfefficacy in managing their well-being? 101
Individual Confidence and Control in Coping Tools 102
Confidence in Behaviors Toward Lasting Well-Being Tools and Agency 108

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Environment for Self-Efficacy in Formal and Informal Mindfulness Practice 116
Summary of Research Question 2 Findings 122
Chapter Five: Recommendations 124
Discussion of Findings 124
Recommendations for Practice 127
Recommendation 1: For-Credit Well-Being Courses 129
Recommendation 2: Intentionally Structure Well-Being into Schooling 130
Recommendation 3: Design Curriculum for Self-Efficacy, Purpose, and Community 135
Limitations and Delimitations 137
Recommendations for Future Research 138
Conclusion 139
References 140
Appendix A: Survey to Past Course Participants 154
Appendix B: Course Evaluation Questions 161
Appendix C: Student Panel Questions 162

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List of Tables
Table 1: Course Evaluation Impact Scores 55

x
List of Figures
Figure 1: Conceptual Framework
Figure 2: Student Panel Transcripts Key Concepts
Figure 3: Survey Responses of Course Impact on Overall Well-Being
Figure 4: Survey Responses of Confidence in Navigating Emotions
Figure 5: Survey Responses of Influence of Mindfulness Course on Emotions
Figure 6: Survey Responses of Confidence in Navigating Challenges
Figure 7: Survey Responses of Influence of Mindfulness Course on Challenges
Figure 8: Survey Responses of Confidence in Kind Self-Talk
Figure 9: Survey Responses of Influence of Mindfulness Course on Kind Self-Talk
Figure 10: Survey Responses of Meditation Persistence After Course Completion
Figure 11: Survey Responses of Confidence to Continue Meditating
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Chapter One: Introduction to the Study
On the heels of the COVID-19 pandemic, college campuses are rethinking what it means
to integrate well-being supports into the student experience. A 2023 survey by Inside Higher Ed
of 3,000 students at 158 two- and four-year colleges (Flaherty, 2023) reported that over half have
experienced chronic stress in college. Three in four say that stress is negatively impacting their
ability to learn and perform academically. The survey also found that half of students who rate
their mental health as poor have not accessed the mental health resources offered by their
campus. Prior to this, a 2020 study by the CDC (Czeisler et al., 2020) reports that 25% of 5,400
respondents 18-24 years of age had contemplated suicide in the previous 30 days. This is not an
issue that arose with the pandemic—it is extended and highlighted by it. A year prior, the spring
2019 national assessment by the American College Health Association reports that in the 12
months preceding, 13% of the 86,851 survey respondents felt tremendous stress, 24% were
diagnosed or treated for anxiety and 20% for depression.
Despite the widespread nature these statistics indicate, it is largely left to individuals to
navigate their own well-being. Schools may offer resources, including counseling, fitness
centers, clubs, or classes, but whether they are accessed is often individualized, rather than
structured equitably into the college curriculum. This leads to some students receiving support
while others do not. Some seek help, some do not. Some have a foundation of wellness tools to
draw from, some do not. This is of particular concern for students of color or LGBTQ+ students
who have been found to experience a greater number of adverse childhood experiences (Merrick
et al., 2018) and may need additional support navigating the residue from them. Because of the
vast need for well-being supports, how higher education addresses this is a systems and
structural issue—not an individual one—and it requires a systems approach to solve it. This is

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both the challenge and promise of situating well-being supports alongside the student academic
experience.
Context and Background of the Problem
In the return to campus life after the pandemic, students adjusted to a new reality as they
navigated what it meant for them to live in a world of uncertainty. At the same time, universities
increasingly recognized the role that well-being plays on their campuses. If schools want a
different result, they need to do things differently. Rather than leaving students on their own to
navigate, or providing peripheral, or one-time support such as an orientation, or supports that
some students access while others do not, if schools are to create the conditions for students to
fully thrive in school and life, they need to intentionally address how to structure well-being into
the schooling experience.
At Western Private University (WPU, a pseudonym), a large, private research university
in the Western United States, the Introduction to Mindfulness course launched in the spring of
2019 as a 2-unit course for students to enhance presence, awareness, emotional regulation,
resilience, and joy. That fall semester, WPU had multiple student deaths related to suicide and
drug use. Students grieved the loss of their classmates as campus attention turned toward mental
health awareness. A student that semester wrote in a reflection, “The past two weeks have been
hard. A student I knew in my major/cohort passed away, and recently another student took his
own life on Friday.” Though it was difficult for her to sit and meditate with the grief she carried,
her practice ultimately became a source of comfort for her “…I began to get back to it, and
realized that my practice would only help me during this hard time. It brought me a lot of peace,
peace with my thoughts, and with my faith” (Yaron Weston, 2024). It seemed students were able
to apply course concepts in real time to the mental health challenges they were experiencing.

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In the five years since course inception, students navigated a pandemic and the transition
back to campus from the pandemic, mental health needs, campus discussions around sexual
assault at fraternities, a tumultuous political climate, campus protests, and what it meant to be a
student navigating life and school in the midst of it all. These five years, spring 2019–spring
2024, are historically significant to study in their placement of the time prior, during, and
following the pandemic, with their corresponding well-being needs of the time for higher
education students. Over 1,600 students completed the Introduction to Mindfulness course at
WPU in that time. At the time of this writing, it has grown to include 14 course sections across
six instructors, serving over 250 students a semester, speaking to the impact and need for such
courses. This dissertation study took place in the context of this backdrop of seeing the
mindfulness course flourish at WPU, in the midst of mental health challenges, through the
pandemic, and hearing from students the impact the course was having on them.
Purpose of the Project and Research Questions
This study explored the for-credit mindfulness course at WPU as a promising practice for
including well-being supports within the college student experience. It particularly examines
student beliefs and behaviors around well-being, and the extent to which self-efficacy
components in the curriculum played a role in supporting student well-being. Research questions
included:
1. How has the Introduction to Mindfulness course at WPU impacted student well-being
beliefs and behaviors?
2. To what degree does the course contribute to participants’ sense of self-efficacy in
managing their well-being?

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Importance of the Study
Termed Gen Z, the generation in college during the span of the course study was largely
born between 1997 and 2006. Their childhood began in the backdrop of 9/11 and coincided with
the emergence of smartphones in 2007. Psychologist Jean Twenge names them iGen in her book
that summarizes her findings with the title iGen: Why Today's Super-Connected Kids Are
Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for
Adulthood—and What That Means for the Rest of Us (Twenge, 2017). They are the first
generation to grow up navigating social media, new norms of interaction, and what it means to
grow up not knowing life before the internet. Emerging research points to the effects on mental
health that may be increasingly present for this generation. Jonathan Haidt’s book The Anxious
Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness
(Haidt, 2024) explores how the particulars of growing up in this time have contributed to higher
rates of anxiety and depression in a unique storm of parenting shifts, the decline of play, and
technological addiction. On the heels of Haidt’s book, Surgeon General Vivek Murthy declared
the mental health crisis among youth an emergency requiring immediate action, citing social
media as a significant contributor (Murthy, 2024). In this larger generational and societal
context, universities are called upon to do things differently and consider how they intentionally
design well-being within the student experience.
For all the challenges college students face, they need more than the academic curriculum
to thrive—they also need well-being tools to cope and flourish in class and life (Yaron Weston,
2020). It has become increasingly evident that students need well-being and resilience tools
alongside academic skills (Yaron Weston, 2023). They enter the classroom with varying degrees
of trauma, challenges, and support. Some are more likely to seek help than others, and the help

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that exists varies widely across institutions. For credit well-being courses are a space where
students can navigate challenges and build tools alongside a community of their peers. This is
not meant to be a replacement for therapy or to say that students did not already possess a wealth
of tools and resilience, but to intentionally think about designing learning spaces that integrate
well-being within them—not as a separate add–on, but as part of the fabric of the schooling
experience.
It is clear that mental health and well-being impact student life and learning. What is
missing in the field is an understanding of how to embed mental health and well-being into the
schooling experience in a sustainable and scalable way. A small number of universities currently
offer for-credit mindfulness courses. Much of the research on mindfulness for university students
centers on programs outside of the classroom (Crone et.al., 2023; Nardi et. al., 2022). While this
is illuminating to the benefits of practice for this population, studying a semester-long for-credit
well-being course within the student academic experience (Dietrich et al., 2022; Crowley et al.,
2023) yields a unique and promising practice. An overview of research is provided in Chapter 2.
More research is needed in this area to both illuminate the impact of these courses, and also
provide a roadmap for universities hoping to bridge gaps in student mental health and wellbeing. I hope this study may be of service to other universities who are seeking to build for-credit
mindfulness programs. It is important to note here that for-credit well-being courses are not a
silver bullet. They are one component of what should be a robust, school-wide response to wellbeing in higher education.
Overview of Theoretical Framework and Methodology
Social cognitive theory (Bandura, 1986a) centers on the social context of learning and the
symbiotic relationship between the learner, environment, and behavior. The knowledge,

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expectations, and attitude of the individual are acted upon and influence the environment, which
gives rise to behaviors. The learner, environment, and behavior interact with, and are
interdependent of, one another. A component of social cognitive theory, self-efficacy (Bandura,
2000) is the belief that an individual can achieve a given result through effort toward a goal. This
increases their capacity to achieve, meaning that the more someone thinks they can do
something, then the more likely it will be that they can do it. Self-efficacy influences learning
and achievement behaviors, as well as human agency toward self-regulation, or the ability to
manage emotions and reactions as they arise. As humans learn within and by social interactions,
the belief that they can achieve or perform is central to their ability to do so. Structuring wellbeing alongside academics in schooling includes a self-efficacy component within the triadic
reciprocity of social cognitive theory. Believing that one has control over the health of their body
and mind influences their desire to work toward, and capacity to achieve, improved well-being
outcomes. This involves both a structural aspect to well-being in how it is built into the academic
learning experience, and an individual component of how students apply their knowledge and
skills.
This research employed a mixed methods design that sought to deepen understanding of
the student experience in the course. Research data included surveys to assess effect on wellbeing, as well as a document review of course evaluations and transcripts from two student
panels, one immediately prior to pandemic campus closure in 2020 and the second during the
pandemic in 2021.
Definitions
Mindfulness is defined as conscious, present awareness with a quality of attention that is
open, nonjudging, and kind (Bishop et al., 2004; Kabat-Zinn, 2003). There is a distinction

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between the discipline of Mindfulness (capital m) as is rooted in Buddhist philosophy and a more
casual mindful awareness. A larger discussion of mindfulness, including as it relates to formal
and informal practice, is included in the literature review.
Well-being is broadly explored as wholeness and interconnectedness in the relationship of
body, heart, and mind, for the purposes of this paper. A larger discussion of well-being is
included in the literature review.
Organization of the Dissertation
Following this introductory chapter, Chapter 2 contains a literature review of the topics of
well-being, mindfulness, and social cognitive theory (Bandura, 1986a), as well as the guiding
conceptual framework. Chapter 3 discusses the methodology followed, including research design
and methods. Chapter 4 presents the results from the research. Chapter 5 includes a discussion on
the implications of the results and recommendations for practice.

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Chapter Two: Literature Review
The literature review for this study centers around the concepts of well-being,
mindfulness, and learning in the context of social cognitive theory (Bandura, 1986a). The
interaction of these elements combine to offer insight into what it means to integrate well-being
into the student learning experience and how the individual, environment, and behavior
interconnect to inform student learning around this topic. With its subjective nature, well-being
is a social construct, and as such intersects race, class, culture, gender, age, geography, and other
markers of identity. Groups may have diverging ways of viewing, or levels of accessing, wellbeing within and across them. This may show up in comfort levels in talking about mental health
or the ease of access to obtain and prepare healthy foods in a given community. Or there may be
differing societal, generational, or gendered expectations around well-being that may include
expectations around how to cope with emotions. With the subjective nature of well-being, it is
notable to recognize that well-being may look different across identity markers, and access to
well-being tools, and experiences may vary in kind.
Though this study centers on the larger umbrella concept of well-being, mental health is
an essential component. As this generation grapples with what it means to be a college student
today, this involves the tools and skills to cope with challenges that might arise, and the mental
and emotional resilience to navigate school and life. Mental health and well-being tools are part
of the exploration of how to cultivate student experiences and meet their varied needs. In this
generation that emerged in the midst of smartphones, social media, and changing social norms
that make them more prone to anxiety and mental health issues, it is not a luxury but a necessity
for schools to be intentional about how to structure well-being into the student experience. As
social cognitive theory attempts to explore processes for learning, self-efficacy, and personal

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change, it is used here to frame the pedagogical narrative of how the individual, behavior, and
environment interact with one another toward well-being outcomes.
Social Cognitive Theory
Social cognitive theory (Bandura, 1986a) centers around the concept of agency, or selfefficacy—the belief that individuals have control over their lives and that actions and efforts can
produce a given result (Bandura 2000). This includes the act of intentionally setting out to do
something, as well as self-regulation and reflection around goals and capacity. Individuals both
act on systems and are acted upon by them in an interdependent, dynamic process. Perceived
self-efficacy is both a product of identity and self-concept, and also helps to determine it. If one
sees oneself as someone who makes things happen, or believes that they have the tools and skills
to navigate a situation, then it is theorized that they will work harder to achieve a goal.
Conversely, if one doesn’t feel capable of achieving the desired result, or doesn’t think given
efforts will achieve it, then he/she/they may not put in as much effort. Efficacy can be personal,
by proxy (Bandura, 2001) if agency is given to another to act on their behalf, or collective in the
power of a group to come together in action.
Within social cognitive theory, the framework of triadic reciprocity posits that the
individual (and the thoughts, emotions, and biological bodies they carry) brings their behavioral
patterns to a given environment (Bandura 2002). Environment in this sense can be imposed,
selected, or constructed. The environment influences behavior. Their individual identities and
behaviors influence environment. Sociostructural factors, such as socioeconomic status or family
education level, can also influence behavior through varied belief systems or levels of perceived
efficacy in a dynamic way such that individuals are not just acted upon by societal forces, but
they themselves influence sociocultural structures (Bandura, 2002).

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This study will utilize these key concepts of social cognitive theory to guide the research.
The first research question, pertaining to how the Introduction to Mindfulness course at WPU
has affected student well-being beliefs and behaviors, aims to explore the way in which the
course influenced well-being beliefs and behaviors. The course (environment), (individual)
beliefs, and behaviors all interact with one another and are acted upon by one another. The
second research question explores the degree to which the course contributed to self-efficacy in
managing well-being. Social cognitive theory frames the study around these components and
within student agency to enact their own well-being.
Processes for personal change, according to social cognitive theory, include adopting new
behavior, being able to generalize that behavior across situations, relapse, recovery, and
maintenance over time (Bandura, 1998). These processes will be useful to explore in the study in
the context of the potential for shifting behaviors toward greater well-being. For example, within
the course curriculum, students choose an aspect of their daily life that might be enhanced
through mindfulness. They find relevance in transferring this practice into their daily life and
applicability as they generalize practices into how they operate in the world. Bandura also claims
that the valuation of activities plays a role in how much effort an individual may expend on a
task (Bandura, 1998). This will be explored in the study through curricular components that aim
to deepen relevance and purpose, which increase valuation. In this framing, applied to the
mindfulness course, asking students why they signed up for the course, why they meditate, and
affording student choice of a mindfulness in daily life topic and strategy relevant to them can
expand valuation and thus self-regulation and perceived efficacy.
In evaluating performance, Bandura theorizes on the following markers: norms, social
comparison, self-comparison, and collective comparison (Bandura, 1998). Students in the course

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may compare their progress to the norm, or they may compare themselves to others or their past
performance. He highlights the act of striving to reach further once a goal is attained, something
incorporated into the class through increasing the number of minutes in meditation as the
semester progresses. Within this framework, norms and goals will be explored for their potential
to shift behaviors in the environment of a shared classroom community. Norms in social
cognitive theory serve to regulate behavior through the mechanism of either social sanctions or
self-sanctions (Bandura, 1998). Anticipatory consequences of behavior modulate actions that
may have undesirable social implications. These social norms create behavioral standards, by
which individuals can regulate their behavior against self-sanctions. In social cognitive theory,
known goals become an incentive to shape behavior. Goals may be distal and directed toward
future fulfillment, or proximal in an intention that guides immediate action. Functioning as an
integrated component of a motivational lever, goals (Bandura, 1998) serve as an anchor by which
one can monitor behavior and outcomes against. Perceived self-efficacy affects goal setting to
the extent that an individual believes they can achieve a goal and will work toward it. These
concepts of goals and norms will be explored in the study as a mechanism toward self-efficacy.
Social cognitive theory recognizes multiple barriers to achieving intended goals, and their
effect on self-efficacy. If overcoming obstacles seems achievable, there will be more success in
doing so (Bandura, 1998). This element of exploring obstacles and how to overcome them in
relation to goals will be explored in the study in the context of how individual behaviors can shift
through naming and normalizing barriers to success within the curriculum. This also can lead to
student perceptions of their capacity to overcome barriers and reach goals. For example, as
students explore obstacles to meditation practice, they reflect together on the question “What
gets in the way of practice?” This normalizes the fact that there will be obstacles and creates a

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space to share how to work with them. The belief in their capacity to produce results has a direct
impact on how long they will try and how persistent they will be in the face of obstacles. As
students accomplish an achievable meditation goal they set for themselves, they build the
momentum of self-efficacy and discover that they too can be successful. Social cognitive theory
posits that the most effective method to building a strong sense of self-efficacy is through such
mastery experiences (Bandura, 1998). Overcoming obstacles to meditating through reflection,
goal setting, and shared exploration of impediments then creates the foundation for success and
pathway to mastery in a growth mindset framework.
Self-regulation (Bandura, 1998) and self-observation are essential, in social cognitive
theory, for setting of realistic goals and evaluating progress to reach them. These components
will be explored in the study through mindfulness techniques in the curriculum for deepening
awareness. As a practice of self-awareness, mindfulness facilitates the building of self-regulatory
skills to become more responsive, aware, and present of unconscious habits to choose responses
to situations with intention. For example, the curriculum includes the STOP technique as a
method for building such responsiveness through pausing, taking a breath, observing what is
present, and making a conscious choice of how to proceed from that point forward. Likewise, the
course assessments, which include reflection responses, serve as a mechanism for deepening
self-observation and reflection through regular formative assessments. In a school-based
environment, Bandura highlights the need for schools to equip children with self-regulation skills
and the efficacy beliefs to modulate their behavior as they operate in their relationships and the
world (Bandura, 1998).
Social cognitive theory posits that seeing the success of others is one way to build selfefficacy (Bandura, 1986). This vicarious experience of seeing similar individuals succeed

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increases the perception that one can as well. Such modeling offers a standard by which to aim
for when observers see skills and strategies enacted as others navigate the demands of the
environment. This element will be useful to explore in the study regarding the degree to which
beliefs of self-efficacy are built through the classroom environment. As students see their
classmates meditating for increasingly longer periods of time, it too may increase their capacity
to do so. The Introduction to Mindfulness course curriculum also includes opportunities for
students to dialogue about how their practice is going, including areas of strength and next steps.
Seeing and hearing the experiences of others enables the vicarious learning and self-efficacy
discussed in social cognitive theory. Positive mood is also theorized to boost perceived selfefficacy, while unpleasant mood decreases it (Bandura, 1998). This is notable in the context of
mind-body practices like mindfulness that may serve to activate the relaxation response and
bring the nervous system into a parasympathetic state, which by nature may boost positive mood
and diminish stressful states. As such, conditions for enhancing self-efficacy are structured into
the course curriculum.
Four ways of changing self-efficacy, according to social cognitive theory, include
mastering skills, modeling, reinterpretation of beliefs, and social persuasion (Green, et at., 2022).
Through learning mindfulness techniques in a growth mindset framework (Dweck, 2006),
students in the course build skills and tools to apply strategies to daily life. Together they
meditate alongside their peers and dialogue on inquiry questions. These reflections in class, and
in their assessments, serve to deepen awareness and reflection of beliefs and patterning, thus
potentially increasing self-efficacy through the curriculum. Bandura highlights the effectiveness
of social persuasion in helping others believe they have what it takes to reach a goal (Bandura,
1998). He states that those who effectively build efficacy in others do so by creating the

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conditions and structures that foster success and avoid situations where individuals may fail
because they aren’t ready for them (Bandura, 1998). In application, the Introduction to
Mindfulness curriculum includes scaffolded opportunities for learners to grow their skills at their
own pace, formative assessment opportunities to reflect on growth, and group structures for
students to support each other in building their skills. Creating an environment where students
set personalized goals in a space of shared accountability and scaffolded instruction facilitates
the conditions for students to build self-efficacy in a growth mindset framework. In measuring
group perceived efficacy, members can either assess their personal capabilities or they can
appraise their functioning as a group (Bandura, 2002). Utilizing the latter method, following a
group project, students are invited to reflect on their experience through a rubric reflection form.
Likewise, Bandura theorized that higher perceived collective efficacy would increase
motivational investment, resilience to setbacks, and performance (Bandura, 2000).
Conceptual Framework
In the conceptual framework below, the triadic reciprocity outlined in social cognitive
theory (Bandura, 1986a) of the individual, environment, and behavior coalesce to a determinant
of performance. Layered onto the mindfulness course, these components influence one another to
form the basis for the self-efficacious attitude of believing success is possible and that the
practices, techniques, and group functions will result in better performance, in this case around
mindfulness and well-being.

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Figure 1
Conceptual Framework
Social cognitive theory framed the design of research questions and this study. In
examining how the Introduction to Mindfulness course at WPU affected student well-being
beliefs and behaviors, the study followed the model of triadic reciprocity in the beliefs
(individual), behaviors, and course (environment). This also included the degree that the course
contributed to participant sense of self-efficacy in managing their well-being. Aspects of the
individual that was studied included self-efficacious beliefs around well-being, reflective selfinquiry and awareness, and culture and identity. Behaviors included applied skills and
techniques, real-world applications, and mindfulness practices in meditation and daily life. The
course environment refers to community learning, shared accountability, and the course
Individual
Self-efficacy
Reflective self-inquiry and awareness
Culture and identity
Behavior
Applied skills and techniques
Real-world applications
Mindfulness practice
Environment
Community learning
Shared accountability
Course curriculum

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curriculum. Together, these three components of individual, behavior, and environment interact
with and are influenced by one another.
Bandura’s work on self-efficacy transcends into collective efficacy in acknowledgement
that a comprehensive approach to well-being affords the knowledge, skills, and sense of
collective power to make a difference in health policy initiatives (Bandura, 1998). Self-efficacy
in this sense broadens past the self and into a more socially oriented realm that integrates
research and practice into the larger scope of health promotion (Bandura, 1998). In this way,
self-efficacy and social modeling are central to health promotion. Self-care likewise can
transcend past the individual and toward collective care (Chamberlain, 2020) where social
structures and communities shift to systems of well-being.
Defining and Measuring Well-Being
With the variances that comprise well-being, there is a complexity in defining and
quantifying it. It is a subjective term, both in definition and individual attainment. I will attempt
here to include a discussion of components of well-being and how the field of positive
psychology has sought to measure it. It is by no means an exhaustive overview, but meant to
highlight elements of what it means to have and build well-being. This serves as a context for
examining well-being beliefs and behaviors through the lens of social cognitive theory (Bandura,
1986a), where a triadic reciprocity of one’s beliefs, behaviors, and environment interact with one
another to inform outcomes.
In contrast to traditional psychology’s focus on mental illness and challenges, the field of
positive psychology explores the elements that contribute to well-being and flourishing
(Seligman, 2012). In this sense, happiness is not a fixed state (Lyubomirsky, 2008). It is
something that can grow through specific practices and mental framing. Seminal researchers in

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the field have explored subjective well-being (Diener, 2000) through practices like learned
optimism (Seligman, 1991), engagement and flow (Csikszentmihalyi, 1990), nurturing
relationships (Algoe et al., 2008; Vaillant, 2012), cultivating positive emotions (Fredrickson,
2001), building resilience (Duckworth, 2016), and discovering meaning and purpose (Frankl,
1946; Wrzesniewski & Dutton, 2001; Ben-Shahar, 2007), among others. As the field of positive
psychology has itself flourished through popular books, university courses, and podcasts (Santos,
2023), what it means to live well has evolved and become more accessible. Well-being is not a
fixed state. It is something that can grow through practice and progress toward wholeness. This
framing encompasses the model of triadic reciprocity and self-efficacy as applied to well-being
behaviors and beliefs that evolved through the Introduction to Mindfulness course.
In the 1948 preamble to their constitution, the World Health Organization (Grad, 2002)
defined health as a “state of complete physical, mental and social well-being and not merely the
absence of disease or infirmity” (WHO, para. 1). In this sense, well-being isn’t a baseline of
minimum standards of health. It is the integration and interconnectedness of the foundation for
thriving in body, mind, and relationships. It is commonly accepted that there are practical things
we can do to build physical health, such as exercise, get restorative sleep, and eat nutritious
foods. In the same way, there are things we can do to build mental health. Likewise, the
pandemic highlighted the importance of social health and the dangers of loneliness on
individuals and communities (Curelaru et al., 2021). Indeed, the U.S. Surgeon General released a
report in 2023 titled Our Epidemic of Loneliness and Isolation, detailing the individual and
societal harm of loneliness, which they state is experienced by half of American adults, with
social disconnection having adverse health effects similar to smoking 15 cigarettes a day.
Findings of a study (Graham et al., 2024) across seven measures over 12 years point to a partial

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U-shaped curve to loneliness in that it is higher for both for young adults and older adult
populations. This has implications for how institutions of higher education view and address
well-being. On the whole, these three components of physical, mental, and social well-being are
central to what well-being is and how to measure and achieve it.
In 1967, the term “subjective well-being” (SWB) emerged as a way to assess well-being
based on how one feels about it. Seminal in the field, Ed Diener (Diener,1984) claimed wellbeing includes three major components: having positive affect, lacking negative affect, and life
satisfaction judgements. Each element is both distinct in and of itself and interdependent with the
whole. Affect in this sense refers to the feelings or mood one may have. According to SWB, the
frequency and intensity of “positive” feelings, such as joy or contentment, contributes to overall
well-being. The frequency and intensity of “negative” feelings like sadness, anxiety, or anger
diminishes well-being. Life satisfaction refers to how one feels about life on a broad scale and if
one considers oneself to be happy or satisfied with life. Thus, someone who feels happy and feels
good about their lives would likely score high on well-being assessments. To assess subjective
well-being, Diener and colleagues later developed a five-item measurement scale (Diener et al.,
1985), the Satisfaction with Life Scale (SWLS), asking users to rate their agreement with certain
statements like “I feel satisfied with my life.” It is important to mention here that the
classification of “positive” or “negative” emotions diverges from the mindfulness field, wherein
all emotions are seen to have value, though some may be more pleasant or difficult to experience
than others.
In a similar sense, the concept in positive psychology of psychological capital (PsyCap)
refers to internal elements of well-being across four dimensions: hope, efficacy, resilience, and
optimism, or HERO (Luthans et al., 2010). Hope refers to the ability to persevere toward a goal

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and adjust a course of action when needed. Efficacy is the belief that one’s efforts will achieve a
given outcome. Resilience is the capacity to bounce back from challenges and setbacks.
Optimism refers to one’s outlook of the future and expectation of good things ahead. Combined,
these elements form a type of currency and capital that can help individuals thrive. In a study of
college students, those who developed these HERO psychological strengths were found to have
better mental health (Selvaraj & Bhat, 2018).
Considered the founder of positive psychology, Martin Seligman’s PERMA theory of
well-being (Seligman, 2012) builds on the SWB framework by including the following
components: positive emotions, engagement, relationships, meaning, and accomplishment.
Emotions are part of the human experience and can range in PERMA from positive to negative.
Engagement refers to the quality of interest and involvement in an activity or the world. Mihaly
Csikszentmihalyi termed the full engagement in activity “flow” (Csikszentmihalyi, 1996).
Relationships center on social connection and positive relationships. Meaning includes a sense of
purpose, direction, and a feeling that one’s life matters. Accomplishment is the feeling of
achievement in reaching and pursuing goals. It can include both the objective measure of
recognition, and the subjective sense of accomplishing daily tasks or pursuing larger aspirations.
These five elements are interconnected and fluid, influenced by one other to comprise markers of
well-being. As a measurement tool, the PERMA-Profiler (Butler & Kern, 2016) seeks to measure
these components, in addition to negative emotions and health. In a paper that aims to clarify his
theory and respond to critiques, Seligman surmises that PERMA is “merely a good start” and
that the investigation of the best elements of subjective well-being is still in its infancy
(Seligman, 2018, p. 335), pointing to the complexity in defining and pinpointing such a variable,
subjective term. Developmentally appropriate for adolescents, the EPOCH model modifies

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PERMA to include five interconnected characteristics that comprise well-being: engagement,
perseverance, optimism, connectedness, and happiness.
Others in the field of positive psychology have built on this work and sought to
synthesize components of well-being. In his book Happiness Studies, Tal Ben-Shahar, who
created the popular Positive Psychology class at Harvard, surmises that happiness is the
experience of “wholeperson wellbeing” or to further distill, the experience of “wholebeing.”
(Ben-Shahar, 2022, p.10). It is the multifaceted integration and interrelationship between the
parts that make up individuals and communities. He specifically outlines the following elements
that comprise the acronym SPIRE: Spiritual well-being, referring to a sense of purpose or
meaning, as well as mindful presence to elevate ordinary experiences. Physical well-being,
including the interconnectedness of body and mind. Intellectual well-being, referring to qualities
of curiosity, openness, and engagement in learning. Relational well-being and quality time spent
with people we care about, as well as a healthy relationship with one’s self. Emotional wellbeing, referring to the capacity to cultivate pleasant emotions like joy and gratitude, while
navigating difficult emotions. He theorizes that the interconnectedness of these interdisciplinary
elements can lead to wholeness, and therefore happiness as a byproduct.
As evident from the varied components of well-being listed here, seeking to identify the
particular elements, or right acronym, is a complex process. Well-being is a fluid,
multidimensional state. Drawing from the above theories, for the purposes of this study, wellbeing is broadly explored as wholeness and interconnectedness in the relationship of body, heart,
and mind. Because of the integrative nature of this whole-self well-being, I chose not to separate
out one component, such as emotional well-being, for this dissertation. Though, for practicality,
not all components are addressed equally in the research.

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Mindfulness in Context
Increasingly viewed as a component of well-being (Abbasi et al., 2021), mindfulness is
defined as present moment awareness with nonjudgment, curiosity, acceptance, and compassion
(Bishop et al., 2004; Kabat-Zinn, 2003). Formal practice of mindfulness involves sitting,
standing, and walking meditation practice. Informal practice explores bringing mindfulness into
everyday life and how we operate in our bodies, relationships, and the world around us.
Rooted in Buddhist philosophy, there is a distinction between the tradition and field of
Mindfulness (capital M) and a more casual mindfulness (lowercase m) that refers to being
conscientious or aware. Mindfulness draws from Buddhism’s Four Noble Truths, namely that
suffering exists and there is a pathway to suffering, and freedom from suffering exists, and also
has a pathway (Goldstein, 2013). This Eightfold path in Buddhism includes the elements of right
understanding, intention, action, speech, livelihood, effort, mindfulness, and concentration
(Goldstein, 2013). Mindfulness practices have evolved as they have been carried across
continents and time, ranging from spiritual to secular. At its core, Mindfulness is a self-care
methodology aimed to reduce suffering. Integrated within is the concept of collective care and
integrative wholeness of body, mind, and self in nonseparation. For simplicity in this paper,
mindfulness is referred to with a lowercase “m,” with a stated awareness of the roots it has in
Buddhist philosophy and the varied ways of using the term formally and casually.
Credited with bringing mindfulness to the West, Jon Kabat-Zinn founded the
Mindfulness-Based Stress Reduction (MBSR) Clinic in 1979 at the University of Massachusetts
Medical School. MBSR is a secular practice of mindfulness aimed to reduce stress, and ease
symptoms of disease through the mind-body connection (Kabat-Zinn, 2011). Seminal studies in
the field have pointed to benefits of mindfulness in enhancing well-being. These include

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reducing pain (Kabat-Zinn, 1982), easing symptoms of depression and anxiety (Hofmann et al.,
2010), and reducing stress (Chin et al., 2019). It appears that the brain itself undergoes changes
with mindfulness practice, including an increase in gray matter density in regions of learning,
memory, self-awareness, and compassion (Hölzel et al., 2011).
Though relatively recent in scholarship, mindfulness studies on university students seem
to yield positive results. Research seems to be geared either toward interventions with a group of
students in a mindfulness program for enrichment or students taking a semester-long for-credit
mindfulness course. Of the former, engineering graduate students who underwent an eight-week
mindfulness training program experienced increased emotional health and positive affect, and
decreased neuroticism and negative affect, compared to a control group (Crone et.al, 2023).
Another eight-week study of a mindfulness intervention found an increase in the ability to cope
with stressors, along with enhanced mental health resilience (Nardi et. al., 2022). On a
physiological level, 20 minutes of daily mindfulness practice over the semester was found to lead
to decreased respiration rate and heart rate of female students after meditating (Dietrich et al.,
2022). For-credit mindfulness courses are relatively unique at universities. A 15–week course
found that participant anxiety decreased while mindfulness and subjective happiness increased
(Crowley, et. al., 2022). Another semester-long course found a decrease in stress and increase in
resilience compared to a control group (Vidic, 2023), while another was attributed with lower
stress levels and higher quality of life (St. Martin et al., 2022). Lastly, a study on a Tibetan
Buddhist meditation course found self-reported increases in mindfulness, self-compassion, and
positive coping skills, in addition to a decrease in anxiety (Penberthy et al., 2017). Though this
type of data is relatively new and emerging, it holds promising results for enhancing well-being
on college campuses.

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Introduction to Mindfulness Curriculum
The Introduction to Mindfulness course at WPU is taught in a secular framework that
includes five interactive modules across a 15–week semester. They include: the principles of
mindfulness, body, heart, mind, and mindfulness in daily life. Though separated for
organizational purposes, each are interconnected, in tune with, and influence the other. A thought
or sensation in the body can give rise to an emotion. An emotion can spur a thought or felt
sensation. Across the five modules, students explore a curriculum workbook, Mindfulness for
Young Adults: Tools to Thrive in School and Life (Yaron Weston, 2021). The book is sectioned
into the five interactive modules, with reflection questions after each subsection. At the
completion of each module, students submit a module reflection form, which includes a
meditation log, as well as responses to reflection questions from the book and class. For this
study, social cognitive theory (Bandura, 1986a) will help deepen understanding of the degree to
which students apply well-being beliefs and behaviors, and to what extent self-efficacy is built
through the course curriculum. Components of wholeness that contribute to well-being in body,
heart, and mind make up the core modules of the course. An overview of the curriculum is
included here.
Module 1: Principles of Mindfulness
Module 1: Principles of Mindfulness includes general theory and research in mindfulness,
how to build a meditation practice, and a discussion of what mindfulness is. This module is about
making mindfulness accessible and purposeful to students so that they can feel like they can do
it, and that they know why they might want to do it. In a growth mindset framework, students
choose how many minutes of meditation a day they will commit to, a number that increases
through the semester. This element of choice (Pink, 2011) serves to increase ownership of their

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practice and personalize the course to meet them where they are at. Furthermore, when goals are
shared, they are more likely to stick (Shteynberg & Galinsky, 2011; Hayashida et al., 2021).
Individual goals then become collective, and practice becomes the norm (Occhiuto, 2023).
Reflection Questions
Each module contains exploratory inquiry questions to deepen student reflection. Those
for Module 1 include choosing from the following questions: When do you feel like you’re most
present in your life? Least present? / What is the opposite of mindfulness? What might get in the
way of being mindful? / What does it mean to meditate as someone who identifies as
________________ (choose an identification you hold: gender, race, ethnicity, sexuality, age,
location, etc.)? Again, the element of choice affords students ownership and autonomy (Baker &
Goodboy, 2019) over their experience. After writing on their chosen question, they share
responses in small and whole group discussions.
Meditation Practice
This module contains tips for building a home meditation practice, including choosing a
specific time and place for meditation. Again, the element of choice serves to further personalize
their experience to find what works for them. Students also explore meditation postures, as well
as the practice of including all experiences, rather than pushing them away or expecting perfect
meditation conditions. They learn to be with the experience as it is, and be with themselves as
they are. Central to this is an attitude of “I can do it,” meaning that meditation isn’t just for other
people, but that in this moment, just as they are, with an open, non-judging mindset, they too can
meditate. Students also explore what might get in the way of meditation, including the five
hindrances, or obstacles that may arise: doubt, restlessness, sleepiness, attachment, and aversion

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(Goldstein, 2013). With introspection, these obstacles can transform into teachers to illuminate
patterns and growing edges (Sparby, 2022).
Each class session begins with an opening meditation and typically ends with a closing
meditation. All modules include targeted techniques to enhance practice. This module includes
the technique of anchoring, or choosing a home base or anchor to place attention, such as the
breath, body, or sound, letting the attention rest on the anchor, and coming back to it when the
mind wanders. Students also explore mindfulness research on the benefits of practice, and then
are asked to define for themselves why they meditate or why they might do it, reinforcing their
purpose together in a shared goal. In this module, students also learn the STOP technique: Stop
and pause for a moment. Take a breath or a few breaths. Observe any sensations that might be
present in the body. Proceed and set an intention on how they want to go forward from this
point. Students are asked when it might be useful for them to pause and apply this technique,
inviting them to think of the applicability and relevance of it.
Module 2: Body
Module 2: Body explores the mind-body connection and relationship with the body. This
module begins with inquiry questions students explore, including: What is your relationship with
your body like? / How are you? / Write a letter from your body to you. What does your body
want you to know? What does your body want you to do? / What messages about the body did
you hear/learn from family, culture, or society growing up? Students choose which prompt to
respond to, write a reflection response, and share responses in groups.
In discussing the mind-body connection, students learn about the field of
psychoneuroimmunology, the study of the effect of the mind on the nervous system and immune
system (Kabat-Zinn, 2018). Students also explore the concept of metabolizing experiences.

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Bessel van der Kolk’s book The Body Keeps the Score: Brain, Mind and Body in the Healing of
Trauma (van der Kolk, 2014) expands on this concept in how self-awareness of noticing
sensations in the body can help to process what arises. They also learn about the concept of
epigenetics (García-Campayo et al., 2018) and gene expression, furthering the idea that lifestyle
can have some effect on whether certain genes turn on or stay off. Down to the cellular level of
telomeres (Blackburn & Epel, 2017), the protective sheaths at the end of chromosomes that
shorten or fray with stress and age, mindfulness has been shown to be a protective factor for the
body.
Conscious Breathing Practices
Through this module, students learn techniques of body scan meditation and conscious
breathing practices. They are invited to notice each part of the body, scanning from the crown of
the head to the soles of the feet, with gentle, curious, kind attention as they bring awareness to
the eyes, facial muscles, arms, hands, abdomen, legs, feet, and so on. Conscious breathing
practices, or voluntarily regulated breathing practices (VRBPs), that manipulate the breath are
not part of traditional mindfulness practice, which takes a role of noticing what arises more so
than manufacturing it. However, with research pointing to the positive benefits of breathwork
(Nestor, 2020; Zaccaro et. al, 2018), it is part of the Introduction to Mindfulness curriculum.
Slow, deep breaths have been shown to activate the calming parasympathetic nervous system
(Gerbarg, 2016). As a practice, nasal breathing can have a positive effect on cognitive function
(Zelano et al., 2016). Among other conscious breathing techniques, students practice taking three
deep breaths, an accessible practice that can be easily replicated by students in a variety of
situations.

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Mindful Movement and Eating
Mindful movement practices, such as walking meditation, are a bridge to bringing
mindfulness into daily life. Students explore standing meditation as a formal practice, noticing
the soles of their feet on the floor, and bringing their attention to where the ground meets their
feet. From here, they also engage in walking meditation as a formal practice that involves
walking back and forth along a path about ten feet long. The repetitive nature of the movement
allows the conditions for concentration. Meditation teacher Thich Nhat Hanh referred to this
practice as one that can help to reclaim freedom through dropping into a rhythm of practice
where breath and movement coalesce (Hanh, 2008). Walking meditation is a separate, but
related, practice to mindful walking, where one might notice their surroundings and tune into the
senses of what they see, hear, feel, touch, or smell as they are walking from one place to another.
For students who may be used to walking with a phone in their hand, or buried in thought, this
practice can help them engage in the present moment, aware of their surroundings.
Mindful eating and healthy living practices are included in this module to bring
awareness to the process of eating. Rather than eating on the go or in front of a screen, mindful
eating brings attention to the singular task of eating. Students explore what it is like to really,
truly notice taking one bite at a time and pay attention to the flavors, textures, and sensations
activated by that bite. Through this practice, awareness can deepen around the process of eating
and relationship with food. Though not traditional mindfulness practice, as college students are
making lifestyle choices, exploration of healthy living behaviors is included for a holistic view.
This section of the module centers on three elements of healthy living, namely exercise, sleep,
and nutrition. Discussion questions include: Move: What type of movement or exercise do you
do? Sleep: During which hours do you typically sleep? What sometimes gets in the way of great

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sleep? Eat: What is your relationship with food like? When, what, where, and how do you
typically eat? What sometimes gets in the way of healthy eating? To link this section to the
broader course concepts, students are also asked to explore the relationship between mindfulness
and healthy living.
Module 3: Heart
Module 3: Heart explores the relationship to emotions, how to work with difficult
emotions, and practices for cultivating pleasant states. Emotions here are not seen as positive or
negative, rather all emotions are part of the human experience. Students explore what it means to
be responsive, rather than reactive, around their emotions, and how to skillfully work with them.
Rather than pushing emotions away, holding tightly to them, or becoming overwhelmed by them,
mindfulness offers tools to explore and notice emotions as they arise, holding them lightly with
kindness (Kornfield, 1993). Through the concept of emotional granularity, students learn to label
the nuance of the emotion (Barrett, 2017). Known as affect labeling (Lieberman et al., 2007), the
process of labeling emotions has been found to discharge or lessen distress in high intensity
aversive conditions, thereby creating the groundwork for metabolizing and processing emotions.
Reflection questions for this module include: How do you relate to either pleasant or difficult
emotions? What do you do when you experience them? / Which emotions are easiest or hardest
for you to attend to? / What messages did you hear/see/learn from your family or culture about
how to deal with emotions? As students dialogue with their classmates, they explore their
relationship to emotions and normalize their experiences. They learn that their peace is not
dependent on which emotions arise, rather they can learn tools to navigate an emotion without
either ignoring or becoming overwhelmed by it.

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RAIN Technique
In this module, students explore the RAIN technique (Brach, 2016) for working with
emotions. In this method, they learn to recognize, notice, and label the emotion. Allow it without
pushing it away or making it into anything else. Investigate and explore the felt sensation of the
emotion in the body. Nurture/Nonidentification: hold what arises with nurturing kindness
without identifying the emotion as part of identity (the emotion rather than my emotion). A
method for building emotional literacy and self-regulation, students build the capacity to
navigate emotions. This applies to both difficult and pleasant emotions. In discussions on mental
health in this module, students explore the idea that just as we can take care of our physical
health, we can take care of our mental health. To normalize discussions around mental health,
they discuss the question: What do you do to care for your mental health?
Heart Practices
This module also includes what are known in mindfulness as the Pali word
brahmaviharas, or translated as the divine abodes (Goldstein, 2013). They include meta,
compassion, appreciative joy, and equanimity. The Pali word meta is often translated as
benevolence or loving-kindness. For accessibility, in the curriculum it is referred to as kindness.
Phrases of well-wishes can be directed in meditation at the self or others, including those who we
feel favorable toward, difficult people, neutral people, or all beings everywhere. Traditional
phrases include: May I/you be happy / May I/you be healthy / May I/you be safe and protected /
May I/you live with peace and ease. In this practice of wishing oneself or another well, the
phrase itself becomes the anchor or home base.
Compassion is meeting suffering or difficulties with kindness. It can be applied to how to
respond to the suffering of others and to our own challenges. Students explore the concept of

30
self-compassion (Neff, 2021; Germer & Neff, 2019), meeting their own challenges with
kindness. This involves three elements: mindfulness to recognize they are in a difficult moment
or having a tough time. Kindness applied to that moment, perhaps through the offering of a kind,
repeated phrase such as, “May I be kind to myself in this moment.” Lastly, the recognition of
shared humanity for all those who may have been through something similar. In this practice,
students learn that they can treat themselves with as much kindness as they might treat a friend
who was going through a tough time. For applied practice, students are invited to write a letter to
their younger self recalling when they were going through a challenge, thinking of what they
might say to their younger self to soothe or comfort them.
In exploration of the concept of joy, students explore its dimensions and conditions. As a
relational mindfulness activity, in pairs they ask one another the repeated question, “What gets in
the way of joy?” One asks, the other answers. The first says thank you as an appreciation and
acknowledgement of their sharing, and then asks again. The repetition invites depth to the
answers, as well as provides a space where the asker can simply listen without thinking of what
their response might be. In this case, the other person becomes the home base, or anchor upon
which attention rests. After they each take turns being the questioner and answerer, they explore
a second round with the question, “What brings you joy?” To build sympathetic or appreciative
joy, the concept of being happy for the happiness of another, students share three good things
(Anchor, 2018). They also send a gratitude text to someone they would like to thank.
Equanimity practice is a steadiness in the midst of it all. It is a quality of peace in the
heart regardless of external circumstances, and a freedom in knowing that peace is available in
this moment and not dependent on things being a certain way. It is not indifferent or passive, but
a vehicle to clear seeing that can lead to wise action. Equanimity practice can begin with

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acceptance, or a repeated phrase in meditation such as, “May I accept things as they are. May I
know peace in my heart regardless of external circumstances.” An extension of equanimity, this
module also contains forgiveness practice, where students explore the concept and act of
forgiveness of self and others. Forgiveness is framed not condoning what happened. It is
releasing resentment in the heart around what happened. With this comes a freedom of self.
Module 4: Mind
Module 4: Mind includes practices for working with thoughts, coping with stress and
anxiety, and building resilience and post-traumatic growth. Inquiry questions to begin this
module include: What tone of voice do your thoughts typically have? / What are your most
common types of thoughts? / What is your relationship to your thoughts? Which are you most
loyal to? Students learn that it isn’t about clearing the mind of thoughts as much as noticing and
working with what arises. There can be awareness of thoughts without getting caught in them or
hooked by them (Smalley & Winston, 2022). It isn’t that thinking is bad. Thoughts are central to
what it means to be human. Thinking about the past, and planning for the future, serves a
necessary human evolutionary function. And at the same time, it can be useful to bring
awareness to unconscious streams of thinking or redirect unhelpful thoughts or rumination.
Practices for Working with Thoughts
This module continues to build on a pendulum model of returning to a home base or
anchor when something pulls attention. Students explore the technique of using visualization as
an anchor. The body as bold, grounded, and majestic as a mountain (Kabat-Zinn, 2005) or the
mind as vast and spacious as the sky. Thoughts passing though the mind like clouds passing in
the sky (Smalley & Winston, 2022). Additional techniques include labeling thoughts with a label
of “thinking, thinking” or visualizing completing a thought. Openhandedness offers an

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alternative way of relating to the experience and the self, rather than pushing away with aversion
what is not wanted, or holding on too tightly with attachment to how things should be or are.
Within this module, students also explore the concepts of uncertainty and anxiety. In a
national assessment, the American College Health Association found that nearly one-in-four
college students were diagnosed or treated for anxiety in 2019 (American College Health
Association, 2019). While it may be widespread, anxiety is not a fixed state. There are practical
tools and techniques mindfulness offers to mitigate its effects (Dark-Freudeman, 2022). It isn’t
about avoiding uncertainty or making the external environment comfortably predictable, but how
to hold uncertainty with some measure of equanimity and kindness. The acceptance of
groundlessness enables freedom from its resistance (Chödrön, 2013). Students learn to ground
into their senses through the GOBB technique (Yaron Weston, 2021). Ground into the feet and
notice the surface underneath. Orient into the senses. What do you see, smell, taste, hear, or
touch? Body check-in to notice any sensations and how the body feels. Breathe with slow, deep
breaths through the nose. Nontraditional mindfulness practices like journaling or exercise can
also be useful here to discharge energy or release thoughts onto paper. Research by James
Pennebaker has attributed positive effects to journaling (Pennebaker, 2018), as it allows for
seeing the thoughts on paper, so the mind doesn’t have to hold them so tightly. Journaling also
causes the writer to logically sequence a narrative, which helps to organize thoughts into a
coherent story, assisting in processing events. Students explore how rumination or obsessive
thinking can be alleviated through the various techniques above, including interrupting the
thought with a neutral phrase, completing the thought with a checkmark, self-compassion
practices, or mindful movement.

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Resilience
This module also explores the concepts of resilience and post-traumatic growth.
Psychologist Viktor Frankl wrote in his book Man’s Search for Meaning that it isn’t a life
without tension that brings fulfillment, but a striving and struggling toward a meaningful goal
(Frankl, 2006). Roman philosopher Seneca wrote of the freedom that arises from approaching
adversity with a joyful heart (Seneca, 1910). We often cannot predict or control what challenges
arise, but we can learn to skillfully respond to them and explore our relationship to them. Martin
Seligman writes of the 3Ps that stunt recovery from setbacks: Personalization or the belief that
we are at fault and that is generalized to our character of who we are. This is the difference
between I am bad or I made a mistake. Pervasiveness, or the belief that it will impact every area
of our life. Permanence in catastrophizing and thinking the aftershocks will last forever
(Seligman, 1991). The field of post-traumatic growth has shown how we can learn and grow
from challenges (Tedeschi & Calhoun, 2004). Challenges can offer an increased sense of
strengths to endure more than expected, a sense of new opportunities, deeper relationships,
meaning, or appreciation. While we may not have wanted to endure what we went through, we
are who we are, not in spite of, but because of our challenges and how we allowed them to
transform us. In this module, students write and share their own resilience stories of a time they
went through that was both difficult and a source of meaning and growth (McGonigal, 2015).
This is an invitation for students to own their stories through voicing them. It strengthens
classroom relationships as students discover that everyone has their own challenges.
Identity and Social Consciousness
Students also explore the role that identity and social consciousness play in shaping who
they are. Together they discuss questions that relate to different aspects of self. Family: What

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role does family play in shaping who you are? Gender: How do you relate to your gender?
Culture: What is the relationship you have with your culture? Sexuality: How do you relate to
your sexuality? They also explore the concept of inner and outer identity, naming the ways
others may identify them if they passed them on the street, as well as things they identify
themselves as that others may not readily know about them. From this base of identity, they
dialogue about the challenges we face as a country, society, and world and what mindfulness in
those challenges might look like. This type of direct relevance and applicability serves to ground
the curriculum into student life and the world around them.
Module 5: Mindfulness in Daily Life
Module 5: Mindfulness in Daily Life explores what it means to bring mindfulness to
relationships, communication, technology, decision making, consent, and coping with change
and loss. It is one thing to sit with eyes closed in formal meditation and try to find some measure
of peace, and a different thing altogether to bring mindful awareness into how we operate in the
world. Students begin the module with the inquiry questions: What does mindful communication
mean to you? What is the purpose of it? What gets in the way? They explore relational
mindfulness in the repeated question, “What made you into who you are today?” This question
both continues the identity exploration of the prior module and allows for a framework to both
speak and listen with authentic inquiry.
Applications of Practice
In exploring decision making, students choose one of the following questions to respond
to and share with classmates: How do you make decisions? / What does mindful decisionmaking look like to you? / What’s a decision you made or are making now? How did you make
it? / What is your relationship to the process and power of making a decision? They reflect on

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what consent means to them, how they might bring up the topic, and the distinctions between the
different degrees of yes and no: yes Yes YES YES! And no No NO NO! with an understanding
that radical consent implies a yes that is conscious, mutual, continually given, and sure. With
awareness, they explore how a decision feels in their body and what it means to attune with what
their body is communicating to them. The curriculum book also expands on decision making
when it comes to substance use and alcohol. As students reflect on decisions around technology
use, they explore the following questions: What is your relationship with technology like? / What
does it give you? What does it cost you? / What does mindful technology usage look like? They
correspondingly explore what it means to balance time and priorities, as well as what success
means to them and how mindfulness might be useful in their major, career, or in a job interview.
These practical applications of mindful awareness allow students to explore what it means to
bring mindfulness to facets of their time and success. Students also explore change and loss,
reflecting on the questions: How do you cope with change and transitions? / What's a transition
you're currently facing? What's important to you in it? In an ideal scenario, how would you want
to navigate the change? / What has loss or grief taught you?
Mindfulness in Daily Life Group Project
As the semester progresses, students choose an area of their lives that could be enhanced
by bringing mindfulness to it, such as eating, relationships, self-care, technology, or decision
making. Groups of four or five students are formed around a given topic. Students choose a
mindfulness strategy to apply to that area regularly for five weeks (daily or minimum three times
a week). While groups choose a shared topic to explore as a community, they may all employ
different strategies within it. After the completion of all modules, students organize a group
presentation on the mindfulness topic and strategy. They include relevant research behind it,

36
reflections on how the strategy went, recommendations, next steps, and an interactive component
to lead the class through. After presentations, students complete a rubric reflection form where
they examine the areas of strength and next steps from their presentation across the following
rubric criteria: Content: clearly and concisely convey thoughtful ideas and examples /
Application: Understanding and application of mindfulness principles / Voice: volume, clarity,
emotion, equity / Stance: body language, eye contact, presence / Style: effort, creativity,
organization, applicability. This serves to deepen shared reflection as a group.
Closing Assessments
To close the semester, after students present their group projects, they also complete a
summative exam on the principles of mindfulness from the course and curriculum book. Their
final reflection is a letter to self where they answer the prompt: “Choose a you in the future (you
1 month, 1 year, 3 years from now, etc.). Write a letter to yourself about the things in
mindfulness you want your future self to keep in mind. Helpful guiding questions include: What
type of lifestyle do you want to be living? / What values do you want to live by? / What will be
important to keep in mind regarding presence, attention, communication, self-care, compassion,
and taking time to pause? / What might you have forgotten by then that you want to remind
yourself of? / What do you want to remember from that point onwards?” Students also choose a
mindfulness “buddy” to stay connected with after the semester ends to meditate together,
celebrate successes, or when their practice might need a boost. Together they discuss the
question, “What do you want your practice to look like going forward?” The course concludes
with a closing circle where students share takeaways from the course.

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Summary
The social cognitive framework of triadic reciprocity is at the center of this research
study. Across the semester, student learning exists in a dynamic interplay where beliefs and
experiences inform behaviors as they interact with the course curriculum and environment. In
measuring the course impact on student beliefs and behaviors around well-being, self-efficacy,
reflective self-inquiry, and shared accountability are particularly relevant. With the concept of
well-being itself so dynamic and fluid, it calls to question what well-being is and how to measure
it. This study seeks to explore this concept within the lens of social cognitive theory (Bandura,
1986a) and behavior change as applied to the Introduction to Mindfulness course.

38
Chapter Three: Methodology
The purpose of this study is to highlight the degree to which the Introduction to
Mindfulness course affected student well-being beliefs and behaviors. Secondly, it aims to
explore the extent to which the course contributed to participant self-efficacy in managing their
well-being. This chapter includes the dissertation research questions and overview of the study
design, including the setting, researcher background, and data sources. It also includes
approaches to study validity and reliability, and a discussion on ethics and the limitations and
delimitations.
Research Questions
1. How has the Introduction to Mindfulness course at WPU impacted student well-being
beliefs and behaviors?
2. To what degree does the course contribute to participants’ sense of self-efficacy in
managing their well-being?
Overview of Design
This research employed a mixed methods design (Creswell & Creswell, 2018) to deepen
understanding through a quantitative survey and qualitative student panel analysis. Course
evaluation data are included, in both a quantitative and qualitative lens for raw data scores and
student comments. Quantitative research offered a description of trends by surveying a sample of
the population of students who have taken the course. This approach explored trends and
incorporated student voices to tell a story about the varied ways the course affected their beliefs
and behaviors around well-being and self-efficacy. The survey was sent to roughly 600 students
who took the course with me in the five years since inception, from spring 2019–spring 2024. It
included both Likert-type and open-ended questions to assess the effect on well-being and the

39
degree to which the course contributed to participant self-efficacy. It utilized targeted questions
to gather information that was extrapolated into trends (Creswell & Creswell, 2018). A document
is considered an umbrella term for a range of material relevant to the study (Merriam & Tisdell,
2016). A document review of over 500 course evaluations on the topics of course impact and
most and least valuable components of the course offered a multidimensional understanding.
Additionally, a document review of transcripts from two student panels offered a qualitative lens.
This mixed method, triangulation (Merriam & Tisdell, 2016) approach is designed to explore
insights from hundreds of students across years and data sources to provide layered insight into
how the course influenced student beliefs and behaviors around well-being and self-efficacy in
their approach to managing their well-being.
Overview of Participants
Participant data includes 64 survey responses, 12 student panelists, and 522 course
evaluation responses spanning the five years the course was offered. Participants were students
who took Introduction to Mindfulness in the five years from spring 2019–spring 2024 with me at
WPU. This time span offers varied years since former students have taken the course, with some
graduated and some still in college, making for a rich cross-section of data. With over 1,600
students in total who have taken the course at WPU thus far, I had hoped to use survey and
course evaluation data across all mindfulness course sections and instructors for a wide lens view
of the program, but due to administrative concerns on accessing data, I am only including course
evaluations from my courses, which amount to 32 course sections totaling roughly 600 students.
This comprises over a third of students who took the mindfulness course at WPU. Students range
across gender, race, sexual orientation, and year that they took the course. Student panels were
completed prior to this study as part of the university’s Diversity, Equity, Inclusion week. Six

40
students who took or were taking the course spoke to their experiences in it. Research data
include a document review of transcripts from the two panels.
The Researcher
Positionality implies a lens with which the self and world is seen. It is the filter through
which to interpret events, others, and society. Positionality refers to the “dynamic ways an
individual is defined by socially significant identity dimensions” (Secules et al., 2021, p. 20) that
may include points such as race, class, gender, sexuality, and culture. It is impossible to separate
objectivity from positionality and be totally neutral. The best we can do is recognize our biases
and try to account for them in our interpretations and interactions.
I am particularly interested in the way that well-being can be integrated into schooling.
Through my career as an educator the past 20 years, across high school and college, academic
and well-being courses, this intersection has been at the heart of my work. As a former high
school English teacher, I witnessed countless students struggle with mental health and well-being
challenges, and have sought to integrate the realms of schooling and well-being. This has been in
the form of creating well-being courses, designing and leading professional development
programs for teachers, writing books on how to integrate well-being into curriculum, and
incorporating it into the dialogue and fabric of my classroom. There seems to be an overall
appreciation for including well-being in schools. What is missing in the field is widespread
expertise at the intersection of education and well-being and models of what this actually looks
like in a tangible way that furthers academic achievement and is aligned with schooling goals
and student realities. As an educator researcher, I hope this study can provide a framework for
offering for-credit well-being courses alongside the academic curriculum.

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My positionality poses limitations to be aware of. As the creator, curriculum designer,
and lead teacher of the Introduction to Mindfulness course at WPU, I am not a neutral observer,
but an active participant. Students have repeatedly told me through reflections, course
evaluations, emails, and interactions what a difference the course has had on their lives. As such,
I expected some measure of positive findings in the data. I recognize that expectation may lead
to bias and hope to clarify it (Creswell & Creswell, 2018) through being upfront about my
positionality here. I have sought to mitigate these assumptions through neutral research questions
and developing a system for coding responses that generate themes (Creswell & Creswell, 2018)
so that I am not just picking data that confirms this assumption. As a teacher of the course
researched, there is an additional issue of positionality (Merriam & Tisdell, 2016) since I am in a
position of power over my students. To help mitigate this for the study, I only included data from
former students, and responses from two of the three data sources (survey and course
evaluations) are anonymous to me.
Data Sources
Data were collected across three sources. A survey was sent to all past students who
completed the mindfulness course. A document review was conducted of course evaluations and
transcripts from two student panels. Combined, they represent the voices of hundreds of students
who participated in the course.
Method 1: Survey of Past Course Participants
The survey included 18 closed and two open-ended questions designed to offer insight
into the study’s research questions. The survey took approximately five–ten minutes for student
to complete, accounting for expected survey fatigue (Robinson & Leonard, 2019). Questions are
organized into three blocks:

42
1. Course impact on well-being behaviors, beliefs, and self-efficacy
2. Mindfulness practice and application
3. Demographic information
Each block contained a series of questions related to course experience, well-being beliefs and
behaviors, self-efficacy, and application of mindfulness practices. Block one questions aimed to
discern the extent to which the course affected student well-being beliefs and behaviors, and how
confident they felt in their capacity to navigate their well-being. Prompts such as, “How
confident do you feel in your ability to navigate any emotions that arise?” and “How
instrumental was the mindfulness course in your confidence in navigating emotions?” aimed to
understand the degree to which students felt confident in their capacity to navigate emotions, and
attributed this to the course. Block two aimed to discern the behaviors that persisted since taking
the course. Questions included, “Do you practice mindfulness in daily life? If so, which of these
areas?” (technology use, mindful listening, self-compassion, self-care, relationships, other) and
“To what extent did the course impact your overall well-being?” The two open-ended questions
asked, “What was your experience in the course and its impact on your well-being?” and “What
from the course do you still apply to your life (if applicable)?” In block three, demographic
information included student race, gender, and what semester they took this course. Asking when
the course was taken offered insight into the impact across time. The survey is included in
Appendix A.
The survey included a brief introduction informing students of what to expect. Questions
were ordered in such a way to mitigate prior questions from affecting future responses (Robinson
& Leonard, 2019), including sequencing demographic questions at the close of the survey. I
attempted to purposefully design the survey to align with the research questions and also help

43
humanize the process through culturally sensitive practices, such as allowing for multiple
responses in a dropdown (Rosenberg, 2017). This process is fraught with potential for
misalignment and bias. Developing accurate questions is a key to getting good research data.
Within surveys there is an inherent risk of survey error to account for so that the questions can be
as free of bias as possible (Robinson & Leonard, 2019). I attempted to mitigate this by removing
vague quantifiers, considering cultural responsiveness, and organizing the survey in such a way
that made it easy for the user to complete (Robinson & Leonard, 2019). Accounting for a high
nonresponse rate (Pazzaglia et al., 2016), survey data were used alongside the other two data
sources for triangulation of results.
Participants
Former students who completed the Introduction to Mindfulness course with me at WPU
from spring 2019–spring 2024 were invited to complete the survey through email. Of those sent
a survey, 64 completed it. There were an additional 11 surveys that were started, but not
completed or submitted, some without answering any questions. For a full picture of the course
experience, only completed, submitted responses were included in the data. The email was sent
at close of the spring 2024 semester and the survey was closed 10 days following. Various issues
may have complicated a response rate. For students who graduated, they may no longer use their
WPU email address or check their email frequently. For those still attending WPU, the timing of
the survey given right at the end of semester may have been problematic, amid finals, graduation,
and campus student protests. Of the 64 survey respondents, 35 identified as male, 35 as female
and 2 as nonbinary/third gender. Student demographic data of gender, race, and whether students
were transfer students or freshmen admits showed a diversity of responses in all areas.

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Data Collection Procedures
Data were gathered through online surveys developed through Qualtrics. There are both
strengths and weaknesses to this type of data collection. It offers an ease of sending out a
document to a large quantity of people at once where everyone can be in different locations and
be able to participate. However, there are limitations in not being able to ask follow-up questions
or draw out a story in the same way an interview can (Merriam & Tisdell, 2016). I included an
information sheet with an overview of the study and the potential benefits and risks of
participating. To help ease the comfort of participants, I explained how the data will be used and
that I will protect the data they provide (Rosenberg, 2017). Though unlikely, there is always a
chance of confidentiality being compromised when online (Merriam & Tisdell, 2016). This will
be mitigated in Qualtrics by not collecting names. I attempted to provide a survey incentive
through informing participants as to how the results will be used (Robinson & Leonard, 2019).
Data Analysis
Survey data were coded across the three areas of the theoretical and conceptual
framework: the individual, behavior, and environment, with an emphasis on self-efficacy. This
was analyzed to extrapolate trends using descriptive statistics to summarize data and inferential
statistics to come to generalizable conclusions about the results. With the high number of
responses, a coding method helped mitigate bias and organized data to be extrapolated into
meaningful categories of information.
Method 2: Document Analysis of Course Evaluations and Student Panel Transcripts
Document analysis was conducted using course evaluations and student panel transcripts.
Course evaluations were examined for quantitative scoring of course impact and qualitative

45
comments of the most and least valuable aspects of the course. Transcripts from two student
panels added a qualitative narrative to course impact on well-being beliefs and behaviors.
Course Evaluations
Course evaluations over the past five years since course inception were examined for the
quantitative questions regarding course impact, alongside open-ended responses regarding the
most and least valuable components of the course. Prompts included:
1. I learned perspectives, principles, or practices from this course that I expect to apply to
new situations.
2. The course challenged me to think critically and communicate clearly about the subject
area.
3. This course provided me with information that may be directly applicable to my career or
academic goals.
Options for responses included strongly disagree (1), disagree (2), agree (3), strongly agree (4),
NA/not applicable. Scores were quantified out of a maximum score of 4.0.
To include student voices, I also examined the optional open-ended responses that asked,
“Please describe the MOST valuable aspect(s) of this course” and “Please describe the LEAST
valuable aspect(s) of this course.” In the 522 course evaluations there were 439 comments of
most valuable aspects and 161 comments of least valuable aspects, omitting responses such as
N/A or none. This examination into course evaluation documents offered greater access to
another dimension of the extent to which the course affected student beliefs and behaviors
around well-being and self-efficacy in managing well-being. The evaluations provided a lens
into what resonated for hundreds of students directly following completion of the course, as
opposed to the survey, which was completed by a smaller group of students who took the course

46
up to five years prior, and with no way to tell how memory function may have affected what was
still remembered years later.
Participants. Participants were students who completed the Introduction to Mindfulness
course with me and opted to complete the voluntary end-of-course survey distributed
electronically to all students who complete a course at WPU. The 32 course sections, totaling
599 students who completed the course, comprise 36% of the total students who took the course
at WPU. 522 completed the evaluation, an 87% response rate.
Data Collection Procedures. Course evaluations from spring 2019–spring 2024 were
downloaded and data were extrapolated from the questions regarding course impact and most
and least valuable aspects of the course.
Data Analysis. Course evaluation scores regarding course impact were calculated for the
median, average, and standard deviation. The open-ended responses were coded into the
conceptual framework areas of individual, behavior, and environment for trends, particularly
around well-being beliefs and behaviors and student self-efficacy in managing their well-being.
Student Panel Transcripts
Undergraduates in my Introduction to Mindfulness course participated in two student
panels with Diversity, Equity, Inclusion (DEI) Week at WPU. Student panels were transcribed
and published, either in near entirety or for key themes and quotations. Student insights from
these transcripts were used to bring a qualitative lens to how the course affected well-being
behaviors and beliefs.
The first student panel, titled “Mindfulness in the Classroom: Techniques for Situating
Well-Being Supports Alongside Academics for Inclusion and Equity in our Diverse Student
Body,” took place in-person during spring of 2020, prior to campus closures for the pandemic.

47
Six students who completed the Introduction to Mindfulness course one or two semesters prior
each answered a selection of the following questions:
1. Can you describe the way you approached mental health before and after taking the
course?
2. What would you say is the most significant way mindfulness has impacted you?
3. To what extent did having the course in your schedule alongside academic classes make a
difference?
4. In our university context, to what extent has mindfulness impacted your academic
learning?
5. What advice would you have to faculty in incorporating mindfulness into classes, and
also to students who may be interested in learning more about mindfulness?
6. In our WPU Diversity, Equity, and Inclusion week, can you speak to your experiences in
how mindfulness has impacted you in any of these areas?
The second student panel occurred virtually the following year in spring of 2021, titled,
“Intersection of Mindfulness, Mental Health, and Social Justice.” This panel included six
students taking the course at the time who each answered a selection of the following questions:
1. Can you describe the way that you approached mental health before and after taking the
course?
2. What would you say is the most significant way that mindfulness has impacted you?
3. What does it mean for you to meditate and to be in college as someone who identifies as
________ fill in the blank?
4. To what extent did having the course in your schedule alongside academic classes make a
difference?

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5. To what extent have mindfulness, mental health, and or social justice issues impacted
your academic learning?
6. What does mental health or social justice mean to you? And to what extent do you feel
mindfulness has impacted your capacity for, or views of, it?
Transcripts from the panels were examined to give student voice and perspective to themes that
emerged around the research questions.
Participants. Each panel included six students who had taken or were taking the
Introduction to Mindfulness course. The first panel includes students who had completed the
course one or two semesters prior. The second panel includes students who were currently taking
the course and in week nine of 15. For a multidimensional view, panels were diverse in gender
and race or ethnicity.
Data Collection Procedures. Student panels were transcribed from audio and zoom
recordings.
Data Analysis. Student responses from the panels were coded, particularly around course
impact on student beliefs and behaviors around well-being and the extent to which the course
contributed to self-efficacy in managing well-being.
Validity and Reliability
To increase credibility and trustworthiness of findings, I used the method of triangulation
to strengthen internal validity by using multiple data sources to verify themes. The data sources I
drew from were surveys and document analysis of course evaluations and student panel
transcripts. Using multiple sources assisted in cross checking findings across different modes.
Survey questions included varied types, including nominal, ratio, interval, and ordinal (Salkind,
2014). With qualitative research typically being more inductive and subjective (Morgan, 2014)

49
and quantitative research more deductive and objective, a mixed methods approach that
triangulates data draws from the strengths of each type of research. The large sample size from
course evaluations served to bolster validity and account for variances in data. Surveys offered
quantitative and qualitative insight into how the course affected student well-being beliefs and
behaviors over time. The student panels and open-ended questions included in course evaluations
and survey offered an inductive and subjective qualitative lens (Morgan, 2014) to compliment
the deductive and objective nature of quantitative research.
Ethics
As human subjects who are former students of the course, there is particular care for the
responsibility to protect them. I completed the Collaborative Institutional Training Initiate (CITI)
training on human subjects and on social-behavioral human subjects. This study underwent the
Institutional Review Board (IRB) approval process to ensure ethical methods, protect
participants, and minimize risk. Voluntary participation was ensured through emailing a survey
to former course participants with an information sheet that described the voluntary nature of
participation. Confidentially was ensured through anonymous course evaluations and survey
data. I also omitted names when referring to the student panelists. As a teacher of the course I’m
doing research on, there is an issue of positionality (Merriam & Tisdell, 2016) since I am in a
position of power over my students. Along with anonymity, to mitigate this I only used data from
former students.
Limitations and Delimitations
The study was bound by certain limitations, including the difficulty in accurately
capturing and quantifying the amount of well-being that is attributed to the Introduction to
Mindfulness course as opposed to other factors that may have influenced outcomes. Memory is

50
subjective, and given the time gap students experienced between taking the course and
completing the survey, it is impossible to know how accurately the memory ascribes certain
attributes to the course. Additionally, not all of the students who took the course completed a
survey, and not all completed a course evaluation or participated in a student panel, making any
type of data collection incomplete. The panels were each comprised of six students I invited to
participate, and I facilitated the conversation. Students who volunteered to participate may have
been those particularly impacted by the course, or they may have been inclined to say what they
thought I wanted to hear, particularly in the 2021 panel, where I was a current teacher of theirs.
Likewise, the students who responded to the survey may perhaps have been the ones who were
more generally influenced by the course. In light of these limitations and delimitations, the
triangulation of data sources across a large number of students who took the course over the last
five years served to gain insight into the course and its effect on student well-being. There is no
way to isolate the course from other influencing factors and draw a causal, definitive conclusion
of its impact. What this study can do is explore student insights across years and data sources to
extrapolate trends and experiences. I believe there is immense value in listening to student voices
and hope their insights so they may be useful for other universities considering offering student
well-being courses in the schooling experience.

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Chapter Four: Findings
Hundreds of student voices across 522 course evaluations, 64 survey responses, and 12
student panelists spoke to the effect of the Introduction to Mindfulness course on student wellbeing beliefs and behaviors. These findings are framed within social cognitive theory (Bandura,
1986a) dimensions of the individual, behavior, and environment. In this sense, the individual
refers to self-efficacy, reflective self-inquiry, and identity. Behavior centers on applied skills and
techniques, formal and informal mindfulness practice, and mental and emotional health tools.
Environment refers to the classroom environment, including the curriculum, shared
accountability, and collaborative discussions. Embedded in the findings is an approach to wellbeing described in this paper as the wholebeing interconnectedness and integration of body,
heart, and mind.
For this research, a document review was conducted for course evaluations and student
panel transcripts. Surveys were also sent to all former course students to discern what had still
stayed with them one–five years since course completion. Findings indicate the course had a
measurable effect on student well-being beliefs and behaviors. Through it, students notably
commented on building self-awareness, perspective, mental and emotional health tools, selfcompassion, and the confidence to apply these tools in their daily life.
For student privacy, no names are included. The survey and course evaluations were
completed anonymously. Names were omitted from student panel excerpts. References to
teaching style or school name were also omitted. To give equal weight to student comments in
course evaluations, if a student commented on multiple aspects of the course, only one was
included in one area. Comments from individual survey respondents are mentioned up to two
times as applicable, accounting for the two open-ended prompts in the survey. Individual

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panelists are included two–four times each throughout these findings. In course evaluations,
since there were nearly three times more comments for most valuable component of the course
(439) than least valuable component (161), the findings reflect this in the varied quantity and
types of comments from students.
Research Question 1: How has the Introduction to Mindfulness course at WPU impacted
student well-being beliefs and behaviors?
The findings below indicate a measurable effect on student well-being beliefs and
behaviors. Students indicated they were better able to navigate emotions and mental health as
they engaged in reflective self-inquiry, practiced course techniques, and applied them to their
lives. The course environment served as a container to facilitate student growth through
community, shared accountability, and the curriculum. This research question is framed around
the triadic reciprocity model of social cognitive theory (Bandura, 1986a) involving the
individual, behavior, and environment. The component of the individual centers on beliefs,
reflective self-inquiry, and identity. Behavior includes techniques, tools, and real-world
applications. Environment refers to the course environment of community learning, shared
accountability, and curriculum. Data for this question centers on the course evaluations and
student panelists. Some survey data are also included here and will be explored in more depth in
the subsequent research question on self-efficacy.
Individual Beliefs, Reflective Self-Inquiry, and Identity Relating to Well-Being
This section reports the results and findings for the ways in which individual beliefs,
reflective self-inquiry, and identity contribute to well-being. Data indicate tangible ways the
experience in the course shifted how students saw well-being and how they engaged with it on a
personal and collective level.

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Overview of Beliefs About Well-Being
The overwhelming majority of survey responses, course evaluations, and student panelist
reflections indicate the mindfulness course had a considerable effect on student well-being
overall. Overall, students developed greater self-reflection, self-awareness, and mind-body
connection that enabled them to adopt well-being behaviors. This section includes a brief
overview of impact scores from course evaluations, survey data on how the course impacted
overall well-being, and sample responses from student panels and course evaluations. Depth and
breadth of data is included in subsequent sections to build upon this framing.
Student Panel. All 12 students who participated in the student panel mentioned how the
course helped them enhance their well-being. For example, one panelist spoke to the nature of
the course in building skills toward mental, physical, and emotional well-being. “This class has
given me a sort of vessel to navigate these hardships,” he noted. “It’s helped me build that mind
and body connection that I feel is so crucial.” With a future career in banking, he anticipates
working long hours in a stressful environment. “I know I can’t fully prepare for this, but I know
it’s helped me build that mental fortitude, while still expecting these emotions as they come.” He
continued, “I do feel more comfortable now about the future than I did before, because it’s
always stressful.” He recognized that though there will be stressful moments, he has the skills
and mindset to be able to navigate them with more ease and well-being.
The panelist described how initial doubt as to the value the course would have on his
well-being gave way to a growth mindset framework. “I was still skeptical the first couple of
weeks,” he reflected. “The very first day of class we meditated, and it was something I have
never done before, and I found my mind going all over the place.” Though he initially had
difficulty focusing on being in the present, he started to see progress. He stated:

54
“I think just like learning how to shoot a basketball, it’s something you practice every
day, and you get good at. And I found that the better I got at my practice, the less
skeptical I was and happier I was overall and it’s just something I had to practice and
really get in touch with.”
A growth mindset helped him overcome doubt so that he could progress in skill development,
contributing to beliefs that enhanced his well-being.
A word cloud generated by ChatGPT (OpenAI, 2024) based on the combined student
panel transcripts is included below in Figure 2. Raw data was inputted into ChatGPT with the
prompt, “Generate a word cloud using key words and phrases from key themes.” The image
output included the description, “This visualization highlights the most important concepts
discussed in the student panel transcripts, giving a clear and quick overview of the major topics
such as mindfulness, mental health, stress management, and personal growth.”
Figure 2
Student Panel Transcripts Key Concepts

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Course Evaluation. From 522 course evaluations across 32 sections, student respondents
rated the impact of the course with a median score of 3.87 out of 4.0 based on the following
prompts:
1. I learned perspectives, principles, or practices from this course that I expect to apply to
new situations.
2. This course challenged me to think critically and communicate clearly about the subject.
3. This course provided me with information that may be directly applicable to my career or
academic goals.
Student scores for the individual prompts and the total combined impact of the overall median,
average and standard deviation are provided in Table 1 below.
Table 1
Course Evaluation Impact Scores
Course evaluation prompt Median
score/4.0
Average
score/4.0
Standard
deviation
I learned perspectives, principles, or practices from
this course that I expect to apply to new
situations.
3.93 3.90 0.09
This course challenged me to think critically and
communicate clearly about the subject.
3.87 3.86 0.08
This course provided me with information that may
be directly applicable to my career or academic
goals.
3.84 3.83 0.10
Total impact combined 3.87 3.86 0.08
Course evaluation comments speak to the effect across well-being spheres of mental,
physical, and social well-being of body, mind, and heart in the context of social cognitive theory
(Bandura, 1986a) of the individual, behavior, and environment. Reflective of many of these

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elements, one respondent remarked that the most valuable aspect of the course “lies in its
transformative effect on both a personal and interpersonal level. Through this course, I have
gained invaluable insights into my own mind, emotions, and behaviors, fostering a deeper
understanding of myself and enhancing my overall well–being.” The student spoke to the skills
and connection developed through the course. “Learning mindfulness techniques has equipped
me with practical tools to navigate life’s challenges with greater resilience and clarity. Moreover,
the course has facilitated profound connections with my peers, fostering a sense of community
and support that extends beyond the classroom.” On how the course enhanced connection, the
student continued:
“The opportunity to share experiences, reflections, and growth with fellow classmates has
been instrumental in reinforcing my commitment to mindfulness and fostering a sense of
belonging. Overall, the course has not only enriched my personal development but also
strengthened my relationships and sense of connection with others, making it an
immensely valuable and enriching experience.”
Summative of the course experience across spheres of well-being and social cognitive theory,
this student detailed the personal and interpersonal growth and the transformative nature of what
was experienced in a community of support.
Students also remarked on the ways the course enhanced their well-being through a
stronger mind-body connection. A student remarked on the most valuable aspect of the course,
“Learning how to take better care of my body and learning the mindfulness aspect helped me
understand a new technique to help me regenerate my body and soul.” Another student reflected,
“I think the most valuable aspect is this course really teaches you how to get in touch with your
mind and body.” The student continued, “It really helped me become more aware of who I am

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and what I want for myself. It is unique to be given a space like this at school where I can
explore these thoughts.” On the relationship with mind and body, a student noted, “I learned how
to meditate and how to be comfortable in silence. I learned how to foster a good relationship with
my mind and body.” Another student remarked:
“We genuinely are learning with the intention of growing and understanding ourselves
through the lens of our mind, body, and soul. Knowing that the class is so collaborative
and that we understand what one another is going through is such a beautiful thing and
I’m grateful for that.”
For these students, the course fostered an enhanced mind-body relationship, which they felt
contributed to their well-being.
Survey. A survey was used to quantitatively assess the impact of the course on individual
students and their well-being. Seventy percent of survey respondents claimed the course
significantly or very much impacted their well-being, 25% moderately, and 5% slightly or not at
all. A bar graph of results is included below in Figure 3. This figure, and those that follow, were
generated by Qualtrics using survey data.
Figure 3
Survey Responses of Course Impact on Overall Well-Being
These results indicate an overall measurable quantitative impact the course had on student wellbeing. Qualitative survey comments will be included in subsequent sections.

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Reflective Self-Inquiry for Well-Being
A central part of the mindfulness course, the word “reflect” was mentioned 30 times
across course evaluation comments on the most valuable aspect of the course. Many others wrote
about concepts of reflection and inquiry without mentioning the term. Two panelists spoke to the
value of reflective self-inquiry. Student voices on the topic are included below.
Student Panel. A panelist reflected on how mindfulness helped her find direction
through reflective inquiry. “My first year that I was attending WPU, I felt lost. I didn’t know
what my purpose was. I didn’t really know what I wanted to get out of school.” She felt this was
an experience shared by many freshmen. “But with mindfulness I was able to really look inside
and ask myself, ‘What am I trying to accomplish?’ and, ‘What am I going to do to accomplish
these goals?’” Through reflective self-inquiry, she found her purpose as to why she is attending
college and discovered her future career plans. “By doing this inner search and utilizing
mindfulness in it, I was really able to get to know myself and figure out what drives me, what I
enjoy, what I need, and so many other aspects of my identity.” Mindfulness allowed her to
access a wider perspective. “Being mindful, I was able to bring my academic motivation back
and it allowed me to explore my mental health.” The student went on to speak about her mental
health. “As someone who has gone through a lot of struggles…mental health has definitely been
a vast aspect of my life.” She realized the interconnection of mental health and academic
success. She continued:
“I realize that my academic success can be very reflective of what’s going on internally
and that in order for me to succeed to the best of my ability, I found that I need to really
just have to carve out the time to care for my mental health. So even though my academic
success is in a way a reflection of where my mental health is at, I also found that through

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mindfulness, my mental health needs to come first. I do that by practicing mindfulness in
every aspect of my life, and especially in my academic pursuit, because I’m just trying to
succeed in the way that I know I can succeed and mindfulness has helped me do that.”
This student was able to utilize mindfulness toward reflective self-inquiry that allowed for
greater clarity, purpose, and direction.
Another panelist reflected, “Being able to just integrate myself in college, identifying as a
Latina, and someone in the LGBTQ+ community, especially being on a campus like WPU…it
felt like such a huge culture shock.” She felt like the world was fighting against her. “It was
really hard to find people that look like me and felt like me overall.” She noticed the anger she
was holding. “I wasn’t educated on being mindful and taking a step back and being like, why am
I acting like this towards this difficult situation, when instead, I should be really grateful for the
opportunity that I am provided.” She reflected that her mindset shifted when she started
meditating. “And rather than reverting that bad energy out into the world and to other students
that I encounter, instead I should be like, whoa, I’m really being presented with a challenge that I
could really outgrow.” She realized, “Being able to meditate while being at WPU has really
allowed me to see that every single person that I get introduced to, especially…other people who
have different kinds of identities” led to more gratitude. She surmised she was “a little part of the
soup of WPU that really adds more value for the campus.” The mindset shift from feeling alone
and angry to feeling like a valuable part of the college community stemmed from reflective selfinquiry.
A component of self-reflection, self-awareness furthered personal growth for some. A
panelist reflected that her mental health “really takes up a major aspect of my life. And I found
that in the past year I’ve been utilizing a lot of my mindfulness strategies so that I can just cope

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with it and figure out what I’m doing.” She realized her mental health is interconnected with
self-care and “prioritizing myself and making sure that I take care of myself in whatever way that
I see fit. And that is very dependent on my mood and what it is I’m going through.” She found
that “self-awareness is the biggest part of me being mentally healthy.” For her, this was in the
relationship between self-awareness and mindfulness. “Mindfulness for me is really just being
self-aware and being in touch with my feelings and thoughts and emotions.” She reflected on the
societal norm of staying focused on work and career, and not paying attention to negative
feelings. She continued:
“But I feel like that’s just such a harmful view for people to hold because you’re not
prioritizing yourself and you’re not looking into yourself and asking the bigger questions,
which is how am I feeling, do I like even doing this? And that’s where mindfulness
comes in because you need to be in touch with yourself in order to succeed…And that’s
really what happened with me when I took this course and why I started practicing
meditation daily and working out and doing yoga, and so mindfulness has really been a
great part of me becoming mentally healthy and being in touch with myself and I
honestly really do recommend practicing these strategies to anybody, not just those who
are struggling, because it’s just an important skill to have.”
Self-awareness was central for this student in strengthening mental health, and she utilized
mindfulness a tool for deepening her capacity for self-awareness.
Three panelists reflected on being able to shift to healthier, more useful perspectives as a
result of the reflective self-inquiry and awareness that arose from practice. Along with a
broadened perspective came a recognition that a current perspective was not serving them.
“Mindfulness has really allowed me to take rough patches, take hard days, hard weeks, failed

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midterms, failed exams, nearly failed classes, and not allow it to become a detriment to my life
and the trajectory of my life,” a panelist reflected. She pondered how different the world would
be if other students had these tools too. “With mental health, I think that a lot of people struggle
with depression and anxiety because we feel the weight of the world on our shoulders when we
are extremely young, inexperienced, don’t always have a lot of money, don’t always have the
most support in the world.” She found that this makes it difficult to navigate daily struggles. She
continued:
“Luckily, now I am able to put so many more things into perspective and not jump to
these horrible conclusions and recognize that even if I am having an overall rough
semester that I am still very accomplished, I am still really empowered, and this is not
something that is going to take away from my livelihood in the future.”
This student was able to deepen her capacity to put things in perspective and better navigate life.
Similarly, another panelist noted, “I have this huge tendency to catastrophize everything.
So, like some little thing doesn’t go my way, and it’s not in my control, and I’m just gonna lose
my mind.” He reflected that mindfulness helped him put things in perspective. He realized the
power of “being mindful of what I actually can control and being able to sit there and take that
time to think about and be present in what I’m doing.” He continued, “I’m actually able to
handle the little things, and even the bigger things, that come my way because of that.”
Mindfulness allowed this student to broaden perspective and cope with life more skillfully
because of it. Likewise, on shifting perspective, another panelist remarked, “In this current
semester I’m working two jobs and doing a full course load, and honestly, it’s been stressful. But
as soon as the class forces you to meditate, it really puts things into perspective.” She was able to
pause and ask herself, “Why am I stressing about this? Why am I identifying as an anxious

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person, which I used to find myself doing in the prior years.” With a class that “forces” her to
meditate, the routine of practice and shared accountability created a space to shift perspective
and recognize thought patterns that were not serving her.
Course Evaluation. In course evaluations, students commented on the value of reflection
and awareness as a vehicle to learning about who they are. The word “self” was mentioned 58
times throughout comments. One student noted the most valuable aspect of the course as “being
able to find yourself more and to learn how to be self–compassionate/accept who you are!” For
this student, understanding the self was related to greater self-acceptance. Other student
comments on the most valuable aspect of the course include:
• “This class has been instrumental in helping me become more mindful in all aspects of
my life and has taught me so much about who I am and who I want to be. Very grateful
for it.”
• “So therapeutic…made me realize a lot about myself.”
• “Learned how to find peace within myself through this class (meditation practices,
breathing techniques).”
• “Becoming more in touch with yourself and how to handle emotions.”
• “Learning more about myself and being able to understand my thoughts and emotions
better.”
• “How to respect myself and listen to myself,”
• “I learned a lot about my patience and self-care.”
• “Class meditation and modules that helped me reflect.”
• “The most valuable aspect of this course was the concepts that I learned and the
reflection that it made me do about myself.”

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• “I learned how to better reflect on things and be mindful…I’m glad I learned, and I think
it could genuinely be beneficial in a workspace.”
These comments indicate ways the course enabled student self-reflection. The notable wording
of the reflection the course “made me do” indicates how classroom accountability led to what the
student viewed as useful self-reflection. The last comment reflects how the student viewed the
course skills as transferable beyond the classroom. Self-reflective inquiry was central to
students’ experience in the course and how they viewed their capacity for well-being.
Self-awareness emerged in course evaluations as an element of self-reflection. The word
“aware” was mentioned 10 times in comments on the most valuable aspect of the course, with
additional references to it that didn’t include the word. One reflected that the most valuable
aspect was “learning more about myself and how to take care of myself.” Here, the knowledge of
self is coupled with action in self-care. Another student reflected:
“I thought that the most valuable aspects of this course were that I was able to use what I
learned in the class in my own life. I thought that the modules helped me put words to
what I was commonly feeling and they also helped me understand more about myself. I
also learned ways I could cope with negative emotions and how mindfulness can help
with that.”
This student also remarked on understanding more about the self and ways to cope, echoing the
understanding coupled with application. Lastly, a student noted, “Through this course I learned
more about myself and how to better manage stress and uncontrollable variables in my life. I also
learned how to better meditate and discover the methods that really work for me during
tumultuous times.” Likewise, self-discovery was coupled with coping skills and personalized
methods to apply in life.

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Students also reflected in course evaluations on how the real-world, applicable nature of
the content helped them learn more about themselves. “This course really helped me learn more
about myself and the people/community around me. I learned how to apply mindfulness in every
aspect of my life.” Again here, the understanding of self was coupled with practical application.
Other students reflected on the shift in mindset for real-world application. “Easy to apply to so
many different aspects of my life! Really helped reshape my thinking and helped me to live more
productively, thoughtfully, and mindfully.” In addition to the shift in beliefs that occurred for
this student, the perception that course practices were “easy to apply” speaks to self-efficacy and
a confidence in knowing that the tools acquired in the course could be used with ease. Another
student noted, “This course helped me practice mindfulness which has significantly changed my
mindset. I feel like I’ve changed positively and will likely continue practicing the skills I used in
class for a long while.” Another reflected that the class “showed us how to take what we learn
inside of class outside of it and apply it to our own lives. It helped me grow as a person and
challenged me in ways that were beneficial.” Real-world application of practice led to greater
self-awareness, reflection, and personal growth for these students.
Course evaluations also included comments on how the course affected their personal
quality of life. The word “life” was mentioned 157 times in comments on the most valuable
aspect of the course. Selections on what students viewed as the most valuable aspect are included
below.
● “I have become a better version of me from taking this class and I am so grateful that I
did take it because of all the wonderful things I've learned and the ways that I have
positively changed my life.”
● “Helped me live a better, less stressful life.”

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● “I was able to use the concepts to better my own personal life.”
● “It honestly just makes the student a better person. I wish I could take this class again.”
● “Learning about yourself and how you can better your life.”
● “Helping you develop strategies to allow you to be the most successful version of
yourself.”
● “The application of mindfulness into our daily lives and how that improves the quality of
life.”
These comments indicate that the curricular material and activities went beyond the classroom
and played a personally relevant and fulfilling role for these students in fostering well-being
beliefs and behaviors that helped increase their quality of life and how they saw themselves.
Students also commented on how the course changed and broadened their perspective as
a result of having greater self-awareness. In course evaluation comments on the most valuable
aspect of the course, the word “perspective” was mentioned 14 times. One student remarked the
course “changed my perspective and priorities,” while another student is “taking away a new
perspective on how to approach life.” One reflected that the most valuable aspect of the course
was “the change it brought in my daily life, bringing me new perspectives on almost every aspect
of my life and giving me tools to approach every situation.” Similarly, another student wrote, “I
have learned a whole new perspective to life, which has brought me so much more ease and
peace. I have become a happier and more grateful person after taking this course.” These
students noticed a shift toward a broader perspective that they found useful for their lives and
well-being.
Course evaluation comments on the most valuable aspect of the course also indicated a
shift toward more useful perspectives. One reflected, “Through mindfulness, I have become

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more aware of my thoughts, leading me to realize that my fear of failure has limited me from
achieving my greatest potential.” The student concluded that the fear of failure was greater than
the failure itself, continuing:
“This realization led me to accept that nothing is holding me back from success but
myself. This new outlook and perspective towards a lifestyle of mindfulness has
successfully and positively influenced me so much that my family, friends, and teachers
have noticed it as well.”
Similarly, other comments in course evaluations indicated shifting perspective toward more
skillful mindsets. On what was the most valuable aspect of the course, students commented:
● “Teaches you how to reach better understandings and mindsets about the stressful things
in life.
● “Learned how to clear my mind of thoughts that were clouding my best judgement and
learned to manage anxiety better.”
● “The ability to appreciate what I have and better my mental health.”
● “It helps me to calm down and stay focused in life.”
These findings indicate the ways the course contributed to student perspectives that they viewed
as having a positive impact on their well-being and life.
Panelist Beliefs on Culture and Identity
Particularly within the student panels, culture and identity also influenced student beliefs
and behaviors around well-being. Across cultures and genders, five panelists spoke to the ways
that they were able to learn tools that were different than what they initially knew. A panelist
described how culture influenced how she dealt with emotions. She reflected:

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“As a Latina, growing up in a household of two Mexican immigrant parents, I really felt
guilty about even approaching mental health. It wasn’t something there was much space
for, especially when there were so many issues going on around the home, like financial
need and just trying to get into college.”
She said her parents were focused on her studying and wanting a better life for her. “It wasn’t an
open dialogue or really something that was a real topic even brought up in the house, especially
around friends and family.” She noticed, “it was kind of more of a taboo. So before taking the
course, it just was something that I kind of again repressed. And there were just so many things
that I just kept in the back of my mind.” After enrolling in the course, she began to “prioritize
mental health, self-care, meditation,” which she had not practiced before. With the course she
was “able to really take a step back, you know, as soon as I wake up in the morning,” and
meditate. She started explaining course concepts to her parents and encouraging them to
meditate. “And it actually blew them away, like they’re actually interested, contrary to what I
grew up believing, like oh no, you should totally avoid that topic. I was able to really grow as a
person as well.”
Another panelist reflected, “Growing up as a Latino male, the concept of machismo and
hypermasculinity really played a major role in how I dealt with emotions.” He remarked that
usually it was through repressing them. “It wasn’t until I got older that I started realizing what
repressing my emotions was doing to my mental health, and my health overall.”
A panelist similarly reflected, “Across the board we have a huge disparity with mental
health and mindfulness in the Black community. There are so many conversations that are never
held.” She said her parents did not talk to her about mental health growing up. “They never
coached me on what does mental health mean, how to take care of yourself mentally and

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emotionally, how can we as your parents be supportive to you in the community.” She had
noticed how “there are so many conversations that we can’t have with our families, we can’t
have with our parents. We can’t have an honest conversation about the mental effects of being a
college student.” She began to learn more about how to strengthen her capacity for mental
health. She remarked:
“Through this course, now that I have a really strong foundation and understanding of
mindfulness, and also through my own practices of therapy, I have been really proactive
within my leadership in the Black community to ensure that I am having honest
conversations with all of my peers, faculty, and professionals I work with, about mental
health in the Black community and how we can strengthen it, how we can make it a really
integral part on the impact that we have here on campus.”
On her experience, another panelist reflected, “I grew up in a very traditional Chinese
household, although I see myself as Chinese American having both cultures growing up. But at
the dinner table, vulnerability, mental health, mindfulness, and failure—these were not things we
talked about.” Until she got to college, she didn’t pay attention to mental health. “I didn’t think
mental health was a thing and I just tried to avoid knowing more about what that meant.” She
found the pressures of freshman year difficult because there were “so many things thrown at you
and it was hard to juggle, especially as a first-generation college student without much support or
advice from parents on what it feels like, what you have to go through, what you have to
handle.” She continued, “It’s really a process of learning, and that was a time I decided to give it
a try.” Since then, she has learned more about her stressors, underlying issues, and coping
strategies. “I have become more empathetic, and instead of beating myself up for a failure or a

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small mistake, I understood that I’m a complex human. I make mistakes. I could forgive myself,
and therefore forgive others.”
Speaking to gendered differences, a panelist reflected, “I’m transgender, so growing up, I
had all the different, you know, ‘be this and be that,’ and the conflicting, in my own mind,
issues.” Reflecting on his time in the military:
“Much before I actually came out as transgender, I always felt like I had something to
prove. So even though I looked like a woman and everyone saw me as a woman, it was
for me, I had to prove that I was just as strong as all the men, just as tough as all the men.
And once I came out, I had that internalized transphobia and toxic masculinity in having
to prove that I was something, whether I was or wasn’t, and having to prove that I was
tough.”
He reflected that mindfulness and meditation:
“…has helped me to not only justify my own self-care and justify the fact that I am
worthy of that time and that space that I set aside for myself, but also it has just helped
me with the little things that aren’t catastrophic.”
As these students navigated culture and identity while learning mindfulness practices,
mindfulness led to realizations of how to better navigate their individual identities and cope with
challenges.
The student experiences detailed here indicate an evolution that the course facilitated in
self-care, learning to listen to one’s self, and sometimes overcome patterning or societal
expectations to be able to actualize well-being beliefs and behaviors.

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Changing Behaviors Using Techniques, Tools, and Real-World Applications
This section discusses findings related to the second component of the triadic reciprocity
in social cognitive theory (Bandura, 1986a): behavior. In this case, it refers to the techniques,
tools, and real-world applications of mindfulness principles students applied to enhance their
well-being. The surveys of 64 student respondents, course evaluations of 522 students, and
student panel discussions from 12 students collected for this paper point to the ways students
changed their behaviors through the course, and the ways they noticed that it made a difference
in their well-being.
Behavior Techniques for Navigating Emotions, Mental Health, and Life
Two student panelists and dozens of course evaluation respondents commented on the
ways the course enabled them to apply techniques toward behavior change. In student evaluation
comments on the most valuable aspect of the course, the word “technique” was mentioned 48
times, “tool” 22 times, and “skill” 16 times.
Student Panel. Two student panelists remarked on the impact the techniques from the
course had on how they operate in the world and in their bodies and minds. A panelist shared:
“I had been in a state of trauma since the age of 10. For 12 years. I started working on it
two years ago in therapy, trying to get out of it and a year and a half goes by and really
nothing changed. Then I started taking your class in August of last year, and in October, I
climbed out of the trauma. The first time in 12 years. I have been out since. There have
been two times where I think I triggered it, but I just go on a bike ride and I’m better. I
am just so grateful.”
Another panelist reflected on the way she was able to apply course concepts to her life. “This
class has made a huge positive impact on me and prioritizing my energy overall. How I spit and

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say things out into the world. And what portrayal I give of myself to the world.” She remarked
on how the course helped her find more balance. “Being so busy with a lot of work, I was lost.”
She reflected that sometimes she wouldn’t notice until evening that she had only eaten breakfast
that day. “Being able to integrate that into class with meditation, I’ve been able to sit back, take a
minute and do more mindful eating. Thinking, ‘Wow, I wonder what it took for this food on my
plate to come to me?’” She remarked on how that framing helped shift her thoughts and
behaviors around stress. “Maybe all the stuff and all the stress that’s happening right now isn’t
all that bad. It’s not the end of the world. It really helped a lot.” Whether through coping with
trauma or regaining perspective, these panelists were able to apply course tools to advance their
behaviors around well-being to gain more clarity and ease.
Survey. Survey results indicated that as a result of the course, 68% of students noted an
increased ability to manage stress, 57% were able to better cope with anxiety, and 51% felt better
able to navigate challenges. One student who took the course five years prior to the survey, in the
first semester the course was offered, commented, “The course had a positive impact on me and
allowed me to begin having the conversation of mental health with myself.” Another student
who took the course the year prior to the survey reflected on how the course impacted her,
“Being more present and learning techniques to manage my emotions helped me to enjoy and
focus on what is good in the moment and that all impacted my well-being.” Across the years the
course was offered, students were able to reflect on their mental health and apply techniques to
work with emotions as they arose, which contributed to well-being. A more detailed account is
included in the subsequent research question on self-efficacy.
Course Evaluation. In course evaluations, students also remarked on the value of the
techniques they learned through the course Students particularly wrote about behaviors around

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mental and emotional health tools that helped them enhance well-being. The term “mental
health” was mentioned 16 times as most valuable in course evaluation comments, and “emotion”
mentioned 31 times, with additional references that did not include the words mental health or
emotion. One student noted the most valuable aspect of the course was “learning about all the
different kinds of mindfulness techniques and practicing in class.” For this student, both the
learning and application were important. Another stated the usefulness of “learning different
regulation techniques for each module.” Other students wrote about the value of specific
techniques, in particular “how breathing techniques can really be valuable in relieving stress,” as
well as “practicing breathing and gratitude” and “teaching me how to center myself.” Nearly a
dozen students remarked on how they were able to use the techniques in challenging or stressful
times. A sampling is included here:
● “The most valuable aspect I learned throughout the course is coping techniques that will
give you peace of mind with whatever you are going through.”
● “The most valuable aspect was learning to deal with the stressors of life and accepting the
challenges of life as they are.”
● “Learning how to breathe in stressful situations and ground myself to plan the best course
of action.”
● “Being able to apply techniques in the future when I do not feel well or when I do to
enhance the present.”
● “The most valuable aspect of this course was learning how to cope with stress and other
overwhelming emotions in a healthy and relaxing manner.”
● “Learning how to deal with difficult situations/thoughts/emotions.”
● “Helps you manage and spend time in practicing meditation during this difficult time.”

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● “This course provides some tools to get through different hardships in life and when
taken seriously, this course can have a major impact on coping skills and worldview.”
These students viewed the course tools as valuable in their application and impact on their
behaviors, particularly in how they navigated times of stress or challenge.
Students wrote about course tools that helped them enhance their mental health. One
remarked as a most valuable aspect of the course, “Lots of content applicable to my daily life,
focused on improving the mental health of students and giving them tools for the future.”
Another commented on “setting a solid foundation for mindfulness, learning the keys to be
successful and ease my mind in tense situations.” One student discussed the value of “learning
mindfulness tools that I can implement in my life that can help me with my mental health. These
tools have helped me during these difficult times and will help me in the future.” Others wrote
about the ways mental health was enhanced through the semester, with one stating the
“improvement of mental health, giving students a new perspective” as the most valuable aspect
of the course. Similarly, a student noted, “This class has been so great for my mental health this
semester and I hope to continue using the skills I attained in my life moving forward.” These
students were able to apply the tools to enhance their mental health and well-being.
Students also wrote about building tools to navigate emotions. One reflected, “I enjoyed
everything about staying present and how to manage my emotions. It has been a major life
enhancer.” Another commented on the value of a mindfulness technique that is used for working
with emotions, Recognize, Allow, Investigate, and Nurture/Nonidentify. “The most valuable
aspect for me in this course was the introduction of the RAIN technique.” Another student
inadvertently mentioned components of subjective well-being that can help build self-efficacy,
noting a decrease in difficult emotions and increase in pleasant emotions. “This course taught me

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to start integrating mindfulness into my daily life, which has brought about many positive
changes, including: relieving negative emotions and increasing positive emotions.” With the
interconnectedness of mental and emotional health, students wrote to the ways they were able to
enhance both. One student reflected on the value of “practicing breath and meditation strategies,
while also reflecting on controlling emotions and thoughts/outlook on situations.” A sampling of
other comments is included below.
● “The most valuable aspect of this course was learning about dealing with your thoughts
and emotions. I learned that instead of pushing away bad thoughts, we should embrace
them and allow them to pass more naturally. When I embrace my anxiety with positivity,
I am more confident and successful.”
● “Working with emotions was the most valuable for me because it taught me how to focus
on my thoughts.”
● “The most valuable aspect is that this course taught me how to deal with my emotions
and thoughts much easier as well as be aware during the present moment.”
Findings indicate that these students were able to enhance their mental health and capacity to
cope with emotions, thereby cultivating their well-being.
In course evaluable comments on the most valuable aspect of the course, students also
commented on the ways the course helped them more skillfully respond to stress and anxiety,
which were mentioned 48 and 14 times in course evaluation comments, respectively. One
responded, “I learned a lot of different ways to deal with my anxiety…showed us various
different breathing techniques that really help me.” Another reflected, “It’s just good for my
health and emotional well-being to have this class as a built in de–stressor from the rest of my
courses.” Other students wrote about:

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● “learning about how to use mindfulness to handle emotions and anxiety”
● “learning to mitigate stress and be aware of my thoughts through mindfulness”
● “learning mindfulness techniques that could be used in any occasion, specifically RAIN,
and techniques taught to deal with anxiety”
● “learning tools to help manage your relationship to emotions and stress. It is a life
practice that is essential to becoming happy internally.”
● “learned tips on how to manage unpleasant thoughts, stress, and emotions which I will
use forever”
These students were able to apply well-being tools to their behaviors around stress, anxiety, and
emotions.
With the personalized nature of the course, students were able to practice a variety of
techniques and apply what resonated for them. In course evaluation comments on the most
valuable aspect of the course, the word “personal” was mentioned 20 times and “individual”
eight times. One student remarked, “This class provides a wide variety of actionable tools…you
can take what you need and focus on the techniques that work best for you.” The student
continued, “I was able to practice the tools that help me deal with anxious thoughts throughout
the semester. The way you develop your practice is very customizable, which makes mindfulness
more individually impactful.” Another student noted the value of the personalized approach
combined with practical tools, stating:
“The most valuable aspects of the course were the most practical parts—being able to
apply mindfulness to my daily life by devising a personal strategy and sharing my
findings and results with the class at the end of the semester and also learning of others’
strategies that I can apply as well.”

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One student remarked on the way the course offered variety in an individualized approach. “The
most valuable aspects of this course were the consistent meditations and variety of meditations
offered to us to fit our individual needs.” These students found the practical tools and techniques
learned through the course to be useful for them on a personal level.
In practicing a variety of techniques, not every technique resonated for every student.
Examination of course evaluation data on the prompt of the least valuable aspect of the course
revealed that 10 students referred to specific techniques, most often walking meditation, which
had five mentions. One student reflected, “One practice I didn't enjoy as much as the other
mindfulness practices was mindful walking because it was a bit distracting to be outside and
knowing that other people were seeing us.” The student continued, “I think it's a great concept
but the setting just made it difficult to concentrate.” Another student remarked on disliking the
alternate nostril breathing exercise practiced in class. While students overwhelmingly mentioned
techniques as a useful vehicle to changing behaviors, it is worth noting that not every technique
worked for all students in all circumstances.
Real-World Application of Behaviors in Course Evaluations
Through course evaluations, students spoke to the ways in which mindfulness practices
can be applied to daily life. The word “life” was mentioned 157 times in course evaluation
comments on the most valuable aspect of the course. One summed up the course as “lifelong
learnings, relatable subjects, constructive applications.” Another student wrote, “I am so excited
to use the tools I learned in this class in real life.” A student noted the way the activities
facilitated relevant application, stating, “The meditation and class activities allowed us to apply
what we are learning.” Students also noticed a positive difference in their lives when they
applied mindfulness. “The most valuable aspect of this course is that mindfulness is so

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applicable in my daily life and affects all areas of my life in a positive way.” A sampling of
additional student comments from course evaluations on the real-world application of
mindfulness is included here:
● “What I loved most about this course is that everything we talked about was a tool that I
could directly apply to my life, whether it was a breathing technique, meditation
technique, or just a way of thinking to approach emotional or stressful situations in a
more productive and mindful way.”
● “The most valuable aspect of the course was learning the principles of mindfulness and
how to practice it in our daily lives. Mindfulness allows us to be aware of our present
selves and has become an important aspect of my life since joining the course.”
● “I think that the most valuable thing about this course is the fact that it actually teaches
you to be mindful as the title suggests and this in itself translates to a lot of real-world
benefits.”
● “How everything we can learn can be applied inside and outside of class! It can be used
in our daily lives!”
● “I found the comprehensive daily life practices extremely beneficial. I think each student
can find at least three that can be implemented into their routine.”
These students were able to apply course tools and techniques to their lives, and noticed benefits
to their well-being as a result.
Correspondingly, students noted a value in the practical application of the course
principles and techniques. “The most valuable aspect of this course is actually practicing
mindfulness in class rather than learning what mindfulness is,” one remarked. Another reflected

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on the value of “instilling actual ways we can practice mindfulness beyond just talking about it.”
Students noted on specific applications of mindfulness that they found useful. One responded:
“The most valuable aspect of this course was how practical it was. It really helped to
ground me and also pay attention to the interactions I have with people, food, technology,
and many more things in my daily life. I was also able to learn techniques that I will use
during moments of stress or other difficult emotions.”
This comment indicates a deeper relationship to self, others, and environment that the student
was able to bring awareness to. Other students noted practical applications of techniques as the
most valuable aspect of the course:
• “The lessons I learned about how mindfulness can help me in daily life, from
conversations to technology use.”
• “Learning about how mindfulness could be applied to specific areas (technology,
relationships and communication, etc.).”
• “Definitely the meditations we did surrounding different things––eating, tech, stress,
thoughts, emotions, etc.,”
• “How to incorporate mindfulness into daily life…While the meditation practice was
obviously essential, it was more important to me to learn how to be more present in other
aspects of my life, such as eating, relationships, etc.”
These students were able to apply real-world behavior change to enhance their well-being. With
the personalized nature of the course, different students resonated with different components and
had different needs, and yet, they were able to find and apply the elements that they individually
needed so that they could enhance their well-being.

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Course evaluation comments on the most valuable aspect of the course also pointed to the
real-world, practical ways students were able to enhance their social well-being as a result of the
course. One reflected:
“I will walk away from this class with a newfound appreciation for many aspects of my
life. Being mindful has allowed me to create stronger relationships with people, myself,
and other things in my life. I will continue to use what I have learned outside of the
classroom.”
This student was able to apply course concepts to enhance relationships and expected to continue
applying that skill. Another student similarly reflected, “I really became much more present and
mindful of others. I feel a lot more capable of dealing with my own tough emotions as well as
helping friends and family with their issues.” The student also appreciated the meditation
practices in the course. “I’ll definitely continue to do them as much as possible on my own
time.” In managing emotions, this student was able to help others as well, desiring to continue
applying course concepts. Other students commented on specific learned skills that are useful in
relationships. “This course taught me methods that have helped me communicate more
effectively with others,” noted one student. These findings indicate the ways the practices
learned in the course enhanced student capacity to build social well-being tools. Overall, these
students engaged real-world application of mindfulness techniques that they felt enhanced their
well-being.
Meditation Practice in Course Evaluations
Through course evaluations, students commented on the value of a formal meditation
practice. The words “meditation” or “meditate” were mentioned 142 times as a most valuable

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aspect. An in-depth look at survey responses around self-efficacy in meditation is explored in
Research Question Two.
Through course evaluations, students noted the value of meditating, both in and out of
class. On developing a home meditation practice, one reflected, “The most valuable aspect of
this course is that it motivates the student to keep up with a daily mindfulness practice.” This
student determined that the class environment played a motivating role in helping to sustain a
meditation practice. Another student wrote of the benefit of a meditation guide. The most
valuable aspect for this student was “having a regular meditation routine and a professional to
guide you through it.” Another noted that the “out of class meditation practice and mindfulness
in daily life practice were the two most valuable aspects of the course because it has a
significant, positive impact on my life.” One student appreciated the value of accountability in
the “the daily meditation requirement and log” as a most valuable aspect of the course. Formal
meditation practice was a tool these students valued, and they felt they were better able to
practice because of the course environment and curriculum.
Over 20 students likewise commented in course evaluations on the value of meditating
together as a class, particularly the opening meditation to start each session. This shifted the tone
of the day for some. “Most times I walked into class I was pretty stressed and had my mind
everywhere, but once we sat down and started practicing, I felt so much more calm and ready to
learn,” a student noted. Other students remarked:
• “I always looked forward to our daily breathing exercise as it allows me to calm myself
from my busy school schedule.”
• “It calmed me down so much and was so useful,”

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• “The in-class meditations were my favorite part…It was also a nice break in the middle
of the day that I definitely needed.”
• “It really brought the class together and even though it was only for a couple of minutes,
it was fascinating to feel the change in everyone’s mood and feel the productivity of the
class improve 100-fold.”
• “It’s easy to get caught up in your own meditations but having someone lead you through
one weekly helped recenter the purpose and how to approach it.”
• “The most valuable aspect of this course is how we practiced meditation in class because
it helped guide me and helped to develop my practice.”
• “Not only have I experienced guided meditation for the first time, but now I feel more
comfortable doing it on my own.”
• “The guided meditations were so wonderful and I would not have had the courage or
patience to do them without (the teacher) and the class!”
These student experiences indicate a value in the shared experience of meditation on an
individual and collective level that contributed to student well-being behaviors. Their
experiences were grounded in practical techniques that were practiced in a shared community
and transferred to real-world applications.
Course Environment: Community, Shared Accountability, and Curriculum
The third component of triadic reciprocity centers on the environment, in the ways the
environment, individual, and behaviors interact with one another. Findings indicate the course
environment contributed to student well-being beliefs and behaviors, particularly in the ways a
for-credit course encouraged shared accountability and a community-centered environment.
“Environment” was mentioned 10 times in course evaluations as a most valuable aspect,

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“community” nine times, and “group” 41 times. The curriculum, including assessments and
course content, was also mentioned as contributing to student learning and well-being
applications.
Environment of Community Learning
Students referred to the community aspect of the class environment that contributed to
learning the material. They mentioned the value and comfort of being in a group environment
and practicing a skill together. Relatability in shared experience helped build community
alongside well-being behaviors.
Student Panel. Four panelists spoke to the value of class community in learning
mindfulness. One reflected, “I knew coming into the class we were going to do it together as a
class and that made it easier. It also created this concept of I’m in a way forced to meditate also
because part of our assignment was to meditate throughout the week.” He noted how this helped
him build responsibility for finding time to meditate and create a schedule for himself. “When I
woke up, I would sit down and start meditating for five minutes before I got my day started. And
just being able to know it could be that easy and that quick and it could go a long way.” Like
student comments in the above section, being “forced” into self-care helped increase investment
for him. This student adds the dimension of being with a community of learners all forced into
self-care together, making it seem easier to do. Another panelist reflected on the community
element of the classroom. She stated:
“I feel like the course was a really good community builder. I took it two semesters and I
feel that in both of them everyone was very open and spoke about everything that they
were feeling and I felt that it was cool to see that other people were going through exactly

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the same thing you were going through, or like you’ve gone through before, or just
anything like that.”
There wasn’t only an element of shared accountability that these students noted, but a shared
experience.
Other panelists reflected on the power of recognizing shared humanity through
vulnerability. One noted that the class “cultivates that place where it feels ok to be vulnerable
in.” He explored how being with others through the process “lets you know that whatever you’re
feeling is ok, and that other people could relate and help you through it.” Another reflected, “I
think that once you get more comfortable with mindfulness, you realize that everyone has these
problems, and whoever you talk to, you kind of break that barrier and you go below the surface
level.” He came to understand the shared experience of stressors. “It kind of builds that genuine
relationship, that connection. It doesn’t have to be a support group, but just realizing that you’re
actually having real conversations and going below the surface level—it helps.” These students
appreciated ways the class community enhanced their capacity for well-being.
Course Evaluation. Through course evaluations, students remarked on the value of
group discussions and the social nature of the course in building well-being. Community and
meditation were two recurring, intertwining themes through the course evaluations. Alongside
the 142 times that “meditation/meditate” was mentioned in course evaluation comments as a
most valuable aspect, references to “discussion/discuss” were mentioned 51 times and “group,”
mentioned 41 times. It is this interchange between meditation tools in a group environment
amidst peer support that defined the classroom environment and created the conditions for
orienting toward well-being beliefs and behaviors. Twenty-two students commented in course
evaluations that the most valuable aspect of the course was both the meditation practices and the

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group discussions together. These two elements went hand-in-hand for them. One student
referred to it as “self–practice guided by and grounded in our in–class exercises and
discussions.” Other students noted the way this helped them cultivate relationships. “Most
valuable aspects of this course were the daily mindfulness practices that we did during class as
well as the facilitation of discussion with our fellow classmates to establish relationships with
them.” Together, the technical skill component coupled with the environment that fostered
relationships were essential. Another student remarked the most valuable aspect of the course
was “the in–class meditations and discussions! I felt that out of all my classes, this one was the
most engaging and encouraging in fostering relationships with my peers and prioritizing mental
health.” Additional comments that combine the group and technical components of the course
include:
● “Group and class discussions; practicing meditation in class together.”
● “The most valuable aspects of this course were the in-class discussions and learning
about different mindfulness techniques.”
● “I appreciated the daily meditations during class, as it helped with just taking a deep
breath during stressful days/weeks when it was most needed. Also, getting to hear other
people’s experiences with mindfulness and how unique everyone’s experience is.”
● “Consistent meditation and a common group to discuss mindfulness.”
● “Guided in–class meditations were very enjoyable and helpful…Personal in-class
discussions that everyone was comfortable getting involved in. The class grew a lot
closer…”
● “Having a space to breathe. Learning about mindfulness and getting to practice it in class
as well as be in a rhythm to practice it outside. Meaningful conversations.”

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● “I absolutely loved this class and I think the class meditations and discussions were
incredibly thought–provoking and helpful.”
● “The practices taught in this class are so applicable to every aspect of life. It was really
great to be able to engage in discussions with my classmates about what worked for them
so that I could apply new strategies to my practice.”
● “I enjoyed each of the lessons and this class was always the best part of my day. I loved
getting to know the other students and talk about our experiences!”
● “Getting to know others in the class via discussions—Learned so many applicable skills
that I can actually use in my everyday life.”
For these students, learning well-being tools within a community environment made a difference
in their capacity to build well-being beliefs and behaviors.
Students commented on three particular aspects of group discussions they valued: hearing
the perspectives of others, feeling connected, and building relationships. On hearing the
perspectives of others, one student noted, “I found what was the most valuable aspect of the
course was the discussions that occurred every class period. Each time, there were intelligent,
thoughtful, and eloquent conversations to be had.” Another reflected, “The most valuable aspect
of this course by far are open discussions we had in class during every module. I loved hearing
student perspectives on things.” The discussions added an element of enjoyment and value for
these students. On feeling connected to others through group discussions, one noted the most
valuable aspect of the course was “engaging discussion time that really helped me feel connected
to my peers.” Another similarly reflected, “I think there were so many valuable aspects of this
class to narrow it down to one, but I would say that the class discussions were the most valuable
as they let us connect with each other.” Thirdly, some commented that the group discussions

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helped students build relationships with one another and feel supported. One reflected, “The
most valuable aspects were the interactions and discussions within the class. Using personal
stories strengthened the class's relationship with one another and embodied mindfulness.”
Another remarked:
“I think most people start practicing mindfulness/meditation on their own, and I’ve heard
that it can be hard to keep practicing when there is no guidance or community. The fact
that this course is filled with other WPU students is so valuable. We became a supportive
community for each other and being able to come in each week and talk about our
progress was great.”
This student benefited from group support in learning and sustaining a new skill. As another
student noted, “It was a group environment and supportive environment. We also learned many
lifelong skills.” Another remarked that the most valuable aspect of the course was “the feeling of
community and family.” For these students, being in a supportive group environment enabled the
learning of lifelong skills.
While vast the majority of respondents who commented on group discussions were
favorable toward them, nine students listed them as a least valuable aspect of the course. One
responded, “maybe not all discussions were necessary.” Another commented, “I didn't like
sharing on behalf of the whole group when we did breakout rooms, because it was hard for me to
remember what everyone said and it kinda stressed me out. I liked listening to your lectures
more.” Another student commented on the least valuable aspect, “While I was uncomfortable
sharing my thoughts with strangers at the beginning of the year, I learned to trust myself and my
classmates and have deeper conversations.” Though not every student would be expected to

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resonate with every aspect of the course in all iterations of it, on the whole, students appreciated
and benefited from the group discussions.
Environment of Shared Accountability
Students mentioned the ways the classroom environment enabled shared accountability
practices for personal growth. The class served as a container for learning well-being practices in
the way that students were accountable for attendance, participation, activities, and assignments
that facilitated shared and individualized learning goals. A form of student investment, some
students remarked on the benefit of being “forced” to make time for self-care and well-being
through the curriculum. An external curating of the classroom environment led to an
internalization of well-being practices.
Student Panel. The course activities and assessments encouraged well-being practices in
a way that students otherwise might not have taken time for. Four panelists spoke to this topic.
One explored how the course created the conditions for self-care. It allowed him a space for “just
taking the time to care for yourself when you already feel so stretched thin.” He reflected how in
these times if felt impossible to add another thing to his plate, even for self-care. “But when it’s
an assignment, and it becomes something that you have to do, then I took the time, because
obviously I’m going to do the assignment.” Similarly, another panelist reflected, “Taking the
course also kind of forced me to have a consistent session of meditation twice a week because
every time we go to the course, we start off the day by meditating and checking in on each other
and it just kind of really helped me see what really two sessions can do twice a week for my
mental health.” He remarked that it offered him a constant reminder for self-care, and through
the course he learned to process emotions better. “It allowed me to start moving past the pain that
I was carrying for so long. And the book that I had to read for the course, it allowed me to heal a

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wound that I was carrying for many years in the past since I started at WPU.” The shared
accountability and the things he “had to do” for the course created the conditions for greater
well-being.
Other panelists noted the way the course added an element of balance within the school
schedule. One reflected, “Having this class and going through academics at the same time, it was
kind of like a constant reminder to check in with myself and see what I needed, and it made
space for self-care and reflection.” She noticed she became more intentional in her activities for
self-care and de-stressing. “I was able to actually be more productive in my classes and just show
up better in my relationships and my classes, and be less stressed overall. Basically, it just helped
me create this habit of balance and showed me the power of having balance.” Similarly, another
panelist reflected, the classroom environment “held me accountable to taking care of
myself…it’s 100% self-driven and you have to hold yourself accountable, really, if it’s going to
be effective.” She remarked on the value of having two hours weekly for self-care through the
course. “Knowing that I’m going to sit here and think about myself, and I’m going to build
community, and I am going to earn academic credit for that, of course—but I’m also going to be
held accountable for doing that through my classmates and my professor.” She noted the contrast
since completing the course and not having anyone check in on her practice. “I don’t have people
asking me ‘hey did you meditate this morning or tonight?’ and ‘did you do your reflection?’
Luckily, I am now disciplined enough to know that is just what is really essential for me as an
individual.” This points to the challenge of continuing well-being practices after a course ends.
She continued, “I think it was a great environment to get exposed to mindfulness and having a
community of people that are also in it with you makes it a lot easier to continue on that
journey.” Likewise, another panelist reflected on taking the course during what he felt was his

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hardest semester as he took the maximum units possible and was balancing an internship. In spite
of this, he reflected, “I could guarantee you that this was the class I looked forward to every
single week because it made the semester so much easier. I can honestly say it was my favorite
semester even though I was balancing so many things.” On the community-oriented nature of the
course, he continued:
“I feel like it even built so many interpersonal skills. I was able to hang out with my
friends more and actually cherish that time and be mindful while hanging out with them.
It made it so much more enjoyable…It’s by far the most social class. You meet so many
new people and you’re all trying to be mindful–you’re all just kind of going on this new
journey. I was skeptical at first, but you know, I really felt like it made such a lasting
impact on my semester.”
For these students, shared accountability in the course environment contributed to their capacity
to enhance well-being beliefs and behaviors and thrive in school and life.
Course Evaluation. In course evaluations, students noted how being in an environment
with classroom accountability contributed to their learning. One remarked, “This course gave me
a thorough introduction to the concept of mindfulness that I had always knew about, but never
ventured to truly practice.” This student points to the nature of the course “forcing” self-care
through the accountability of the class environment, stating, “This course in some ways forced
me to finally try something new that I have always wanted to try.” Likewise, another student
commented on the value and relevance the course had in self-improvement. “I believe that
having this assigned as part of my everyday homework made a large impact and helped the
material be much more applicable to myself and made me invested in learning more about it.”
For these students, the curriculum was a vehicle for learning and investment.

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Curricular Course Environment in Course Evaluations
In course evaluations, students mentioned the various curricular components that were
useful in supporting their learning. The word “module” was mentioned 23 times in comments as
a most valuable aspect of the course. “The most valuable aspect of this class was the separation
into modules and discussion central class that encouraged participation,” one student noted.
Central to this student’s learning was the discussion and community-based classroom
environment coupled with the course organization. Likewise, another student reflected on the
most valuable aspect on the course:
“The meditations at the beginning of each class and the different modules. I liked how
they were divided into different categories and that we focused on these in the lecture that
week. I also liked the discussions we had in the beginning of the semester when we were
first learning how to meditate.”
Another similarly noted, “The most valuable aspect of this course was the engaging discussions
we had during class as well as the mindfulness module reflections we did biweekly!” Others
mentioned a variety of aspects of the course curriculum as central to their learning. “The
readings, class discussions, and reflection questions were helpful in improving my mindfulness
practice,” remarked one student. “The applications of mindfulness to the daily life project, class
discussions and meditations, and bi–weekly reflections,” noted another.
A formative assessment through the course, students remarked on the reflection form
they complete after each module. In course evaluation comments, the word “module” was
mentioned 23 times, “module reflection” seven times, and “reflection form” four times. A
student noted, “The reflection forms allowed us to track our progress and remain diligent in our
practice.” Other students similarly remarked:

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● “The module assignments were a great way to make sure we held on to the most
important parts of the unit. I also really enjoyed getting to work in groups for the
presentation.”
● “The module reflections helped me to think about how the specific practices we
discussed in class could have a positive impact in my life and help deal with general
stress and/or help me to be more present in my daily life.”
● “The module reflection forms helped me to consider and apply the course material and
readings to my life.”
● “The lecture questions we filled out in our module reflections required a lot of thought so
I learned the most from those.”
It is worth noting that not all students valued completing the module reflection forms. In student
comments on the least valuable aspect of the course, 10 students referred to them, specifically
with three students remarking that they felt repetitive, one suggesting an online discussion board,
and two students suggesting shortening their length. One student remarked, “There were a lot of
reflections and they could take a while to complete. I feel like it would be fair to slightly
decrease the questions on each reflection.” Though not all students resonated with each
assignment, these findings overall indicate they ways the course assessments were a vehicle for
students to access the curriculum and build tools that influenced their well-being behaviors.
Of the course assessments, students also mentioned the Mindfulness in Daily Life Group
Project, where they chose an area of daily life to bring mindfulness to through the semester with
a group, then developed and applied strategies, and presented on their experiences. Comprising
the components of the project, the term “project” was mentioned 17 times in the most valuable
aspect of course evaluations, “group” mentioned 41 times, and “presentation” mentioned 11

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times. Students noted the value of applying relevant skills to their lives. One student remarked,
“The most valuable aspect was our project on incorporating mindfulness in our daily life. This
allowed me to see actual change and reflect on my chosen topic.” Another mentioned, “The daily
life groups, it really helped me incorporate mindfulness in daily life.” Similarly, a student noted,
“The mindfulness in daily life project was very helpful as it showed me how to apply
mindfulness concepts into my everyday life.” Other students reflected on the enjoyment and
interest gained from the project. “I loved the group mindfulness work for outside of class. It was
interesting to do research on a mindfulness topic and learn to practice it. I enjoyed the
discussions with other classmates in class,” one noted. Another described it as “really
enjoyable,” while another student expanded, “The meditation and the daily lives project was so
valuable!! I was always so excited to go to class because I knew I would feel better after, and the
project really made me improve my cell phone usage.” One student found value in working on a
project through a sustained length of time, mentioning the most valuable aspect of the course as
“the group projects and assigning a semester long assignment.” Students also mentioned the
value of working collaboratively in a group setting:
● “The group project was the most valuable for me as it required me to do my own research
on the topic of mindfulness, using myself as an experiment. It also gave me the chance to
connect well with my groupmates which I found really helpful to discuss our mindfulness
journeys.”
● “The mindfulness in daily life projects were very valuable to me because I could apply a
mindfulness strategy in my own life as well as learn mindfulness strategies that my peers
integrated in their lives.”

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● “The group setups for an area of mindfulness helped students connect with one another in
reaching for similar goals such as mindful communication or less technology usage.”
Students likewise remarked on the value of hearing the presentations from other groups. “Loved
hearing other people’s strategies and I definitely plan to use some of them for myself,” one
noted. Another reflected that the most valuable aspect of the course was “the mindfulness in
daily life groups and presentations – not only did I learn from my own practice, but I picked up
tips from others’ presentations as well.” For these students, the curriculum became a vehicle for
building well-being beliefs and behaviors.
Though the majority of comments on the group project were positive, six students listed
it as a least valuable component of the course in course evaluations. Additionally, eight students
remarked that the course summative exam was a least valuable aspect of the course, and no
students mentioned it as a most valuable aspect. Two of those reflected an understanding of the
need for an exam as a department requirement, though still stating a dislike for it, with one
commenting, “Exam was fair, but I felt that it was a stressor.” While not all students resonated
with all curriculum components, overall the curriculum contributed to an environment where
students enhanced their well-being together as a community.
Of curricular content, 15 students mentioned the textbook as useful for their learning and
a most valuable aspect of the course. “I liked the book a lot and thought that it filled the gaps of
things we didn’t get to cover in class. I liked that sexual assault was discussed, wish that was
more discussed in other classes,” remarked one student. Another noted, “the workbook was super
helpful in giving students techniques to try out,” while another commented it was something they
“would keep referring back to.” As the curricular component that changed the most over the five
years of the course (a book by a mindfulness teacher and book groups preceded the textbook),

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the reading component was listed as the most frequent least valuable component, with five
students mentioning the initial book, five mentioning the book groups, seven mentioning early
assigned articles/excerpts, three the readings broadly, and five the workbook or textbook. Four
students mentioned not having time to complete the readings or that the volume of reading was
too high, with one stating, “I didn't always read every week, just because it's so hard to with all
the work I have. But all the material was useful.” Another likewise reflected on the least valuable
aspect, “Maybe the assigned book just because I didn't have time to read most of it. But I plan to
this summer!” Another student noted, “The readings were a bit heavy at times, but it wasn't too
much of an issue.” Five students suggested more integration of the readings into the course, with
one of them suggesting a reading quiz. Two students remarked on the preference for in-class
learning rather than reading from a book. One responded, “I feel like this is the sort of class
where discussion and practice are the best learning tools over readings.” Another similarly
remarked that rather than the reading, “I think it is much more valuable to come to class.”
Though the reading resonated for some students, it didn’t land for others as the course was
evolving and student feedback was incorporated.
In regard to course environment, students commented on their preference in timing and
location under the least valuable aspect of the course. Eight students indicated a preference for
the course being held more often outside or in the meditation studio, of which occurred
periodically depending on weather, room availability, and curriculum. On the two format options
for the course (weekly for one hour and 50 minutes and biweekly for two 50–minute sessions),
eleven students commented on timing or frequency under the least valuable aspect. Of those,
four students in the weekly format noted a preference for taking it more than weekly. One
reflected, “I think two days is helpful because it can help us keep on track more so with our

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practices.” One student in the twice weekly class also noted a least valuable aspect was, “It’s
only offered twice a week with less than an hour each session.” Another student in the twice
weekly class stated, “I think the course can be held once a week with the same amount of
productivity.” Two other students preferred a longer span, with one stating, “I wish it was
longer.” Another who took the weekly class referred to the time of day the course was offered,
stating “Long class times in the afternoon are hard to focus in.” Another responded that the least
valuable aspect was “that it ended :(.” While variability of course setting and timing were things
that students noted with varying preferences, offering options for frequency, and time of day
offered, and a variety of locations seems advantageous.
Environment of Academic Support for College Students
In course evaluations, over a dozen students spoke to the ways that the course was
particularly useful for them as college students. This topic was detailed by nearly half of the
student panelists. For all the challenges students face in school and life, the course afforded them
tools that enhanced their academic success. The course was not siloed from the other classes they
took—it became a vehicle to help them succeed academically.
Student Panel. Five student panelists reflected on the ways the course helped them
navigate being in college. One reflected:
“I think it also had a big impact on me being able to complete my final semester at WPU
because I was just carrying so much on my plate for so many years already. And it’s just
really let me kind of feel like I can breathe again, and being able to just finish strong, and
just pretty much being able to say I graduated now at WPU. And so, in all honesty, if I
was given the opportunity to take this course for all my semesters, or the few semesters I
was at WPU as a transfer student, I would have taken this class alongside every other

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class I had those semesters because I realize how important it was for me in the long
run.”
Another panelist noticed, “when I began practicing mindfulness strategies, such as meditating,
practicing yoga, and just limiting my social media use, I was way better able to focus on my
classes and I could organize my days better, and complete my assignments on time.” She
reflected that she was living and working with more purpose. “I was just much more motivated
to do well in my classes.” Similarly, another panelist mentioned how he was able to apply
mindfulness practices to studying, “If I get anxious or stressed out while studying for an exam or
cramming, then (I put) time aside to just check in on myself and remind myself that I am
capable.” He continued, “Holding these thoughts with kindness is always something that I have
appreciated and that I actually got from this class.”
One panelist reflected on how mindfulness helped with her academic performance by
improving her mental health. She noted:
“Mindfulness provided the space for me to pause and collect myself and my thoughts, in
order to take care of my mental health, in order to perform well in school. It allowed me
to have compassion, not only with myself, but with those around me, and take time to
realize that everybody is just trying to survive. So this helped me in the learning process,
and it helped me to continue and improve my focus in school.”
Similarly, another panelist reflected on his experience, “mindfulness is actually the thing that has
helped me the most with my attention, focus, restlessness, anxiety—everything that goes with
ADHD.” Before taking the course, he didn’t complete reading material for classes or turn in
assignments on time. “But after this class, now I can sit in class and pay attention mostly…and
I’ve been turning in all my assignments in on time. I read the textbook for the first time probably

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since fifth grade the other day.” He reflected, “I was pretty proud of myself. Mindfulness really,
really helped me in my academics.” These students were able to use mindfulness to help them
better access the academic curriculum. It was not separate from schooling, but a vehicle to
enhance schooling.
Course Evaluation. In course evaluations, students also noted the value of the course in
supporting them as college students. “I think this is a class all college students should take as we
often deal with a lot of stress and anxiety,” one remarked. “I would recommend this class to
everyone because it is so important to student health,” another noted. One student spoke to the
value of taking mindfulness as a for-credit course:
“The opportunity to take this class for credit gives students the chance to take their
approach to mental health awareness seriously, and gives the opportunity to sit in a safe
space once a week and learn that your emotions do not define you, you can achieve ease
and peace in the midst of such a hectic lifestyle, and the technique to gain more control
over your thoughts is possible. These factors all develop individuals to evolve as
productive students, creators, friends, and leaders, to a great extent.”
Students remarked that they hoped other students would have the chance to take the course. One
reflected, “For as much as the Introduction to Mindfulness course enriched my academic and
personal life, I hope that future WPU students take the course and learn what I did.” Another
student remarked, “the course is so useful for students in college. Even though it is an academic
course, it provides space and opportunity during the week to unplug and release any stressors
you are feeling.” One commented on the way the course helped cope with school pressures.
“Talking about relevant issues college students go through was helpful and helped relieve some
stress by giving me advice on how to deal with the pressures of school.” Another student

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reflected that it would be useful for students across all grade levels to learn mindfulness. “The
tools and life lessons that the class teaches are applicable and valuable to quite literally every
area of life. The strategies taught in this class are something that should be taught to all students
from all areas in every grade.” The course was useful for these students in helping them cope
with the stressors of college and was so valuable for them that they hoped others could take it
and benefit too.
Course evaluations also included comments on ways the course helped them as college
students to succeed academically, balance college pressures, and grow personally. One reflected
on the importance of mindfulness, “It has been one of the key reasons I was able to get by this
semester…it has really helped me push through and try to finish possibly my last semester
strong.” Another student noted the way the course served as a balance for other academic
courses, stating:
“Schedule friendly, helped balance other classes. I feel that every student should take this
class. This class has changed my perspective on life, impacted the way I will navigate
and make choices, and has given me tools to help when I am dealing with the stresses and
joys of life.”
Similarly, a student noted, “The most valuable aspect of this course is learning real–world
mindfulness tools that benefit students in many aspects of life, including academic and personal
balance.” Another student remarked, “If I would have had the opportunity to take this class as a
freshman I know it would have helped me with the overwhelming transition to college life.” One
student saw it as a source of personal growth to help navigate college, stating the most valuable
aspect was “the opportunity for personal growth, and the nurturing environment created in every
class.” The student went on to say the course helped “develop habits that I expect to benefit me

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for a lifetime. I strongly believe this course to be essential in helping me navigate my college
experience and lifestyle.” Another student wrote, “This class allowed me to relax and readjust in
the fast-paced environment that is college.” The course helped students balance and adjust to
college life, transferring what they learned in the classroom environment into the larger college
environment.
In course evaluations from the time of the pandemic, six students noted the particular
value of taking the course amidst the time of uncertainty and change. One noted the effect of
“building the habit of daily meditation and mindfulness as a value for everyday life. It has
improved many aspects of my life and helped get me through these uncertain times.” Another
student mentioned the value of “having 50 minutes to just meditate and relax during this crazy
semester.” Other students similarly noted:
● “The course, for me, was taken at the perfect timing. Transitioning from high school to
college and missing all the lasts from high school and the firsts with college, along with
being in the midst of a global pandemic, this class helped me out so much. In particular, I
think that just being able to take the time out of my day to meditate and focus on myself
was the most beneficial aspect. I really looked forward to coming to class each and every
week as well!”
● “It was valuable especially now during the pandemic. I needed a reminder to remain
mindful…it helped me feel like I had no problems during this class!!”
● “Especially in the time of COVID–19, this course offered techniques that allowed us to
be introspective and destress in a highly stressful time, while offering a unique way to
connect with other students despite not being in person.”

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The course environment facilitated the conditions where students were able to enhance wellbeing beliefs and behaviors, even and especially, in the midst of challenging times.
Though most students remarked on benefiting from the course for the time it was in an
online environment, nine students commented that the online platform was a least valuable
aspect of the class. Four expressed acceptance for the situation, while still noting their preference
for in-person learning. “Obviously, this class would be much better in person, but given the
circumstances, it is as good as it can get.” Another student reflected, “I didn't find meditating
over zoom as effective, but obviously these circumstances were out of our control.” Another
commented, “I would say that this class definitely gives back what you put into it…I think it
would have only been a lot better if it was in person but that is something we could not change.”
On masking after the return to campus, a student noted under the least valuable aspect, “Can't
think of any, maybe the fact we had to wear masks, as we were less able to connect.” For these
students, the online class environment and masking upon return to campus were notable to them
as a hindrance to their experience in the course.
Overall, the findings above indicate that the sense of class community, shared
accountability, and curriculum contributed to their learning experience. The course environment
created conditions for students to develop well-being beliefs and behaviors and that were
valuable for them in their college experience and in life.
Summary of Research Question 1 Findings
These findings indicate the ways students were able to build well-being through the
course in real and meaningful ways that they applied to their personal and academic lives. In the
framework of social cognitive theory, the individual, behavior, and environment interacted with
and influenced one another toward a goal that was both shared and personalized. Through self-

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inquiry in a growth mindset approach, students were able to explore and expand their beliefs
about well-being and their agency within them. They were able to utilize course techniques and
tools in real-world applications and thus noticed a tangible effect on their well-being, lives, and
schooling experience. This was possible in a classroom environment of shared accountability and
community facilitated by the course curriculum. As is evident from the wide variety of student
voices in the data above, not every student spoke to the same course component. With the
personalized nature of the course, some things resonated more for some than for others,
depending on what it was that they needed. That the course received a high median course
impact score of 3.87 out of 4.0 across 522 course evaluations, and with 70% of survey
respondents claimed the course significantly or very much impacted their well-being, even up to
five years after taking it speaks to the personalized nature of the course where students took what
worked for them, applied those things toward their well-being, and noticed a tangible benefit.
Research Question 2: To what degree does the course contribute to participants’ sense of
self-efficacy in managing their well-being?
Alongside social cognitive theory (Bandura, 1986a), self-efficacy played a central role in
Albert Bandura’s work. Self-efficacy in skill building is implied in the various findings of
Research Question 1 in how students applied mindfulness tools and techniques and the ways they
communicated a belief that they could grow their capacity to navigate life. With a focus on selfefficacy, this section centers specifically on findings that have to do with students developing
confidence and agency in the application of mindfulness skills, and the attribution they ascribed
to their enrollment in the course. It is in the knowledge that they have learned relevant tools and
the certainty that they can use them when needed. Findings indicate that students developed
greater confidence in applying course tools to navigate emotions, cope with challenges, and

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engage in kind self-talk. Surveys sent to past course participants indicate that years later, they
were still applying techniques from the course in their daily lives. Findings are organized around
the triadic reciprocity elements of the ways the individual, behavior, environment influence one
another.
Individual Confidence and Control in Coping Tools
As a result of the mindfulness course, students developed confidence in coping skills that
allowed them to believe they could transfer the practices to real-world situations. They believed
they could use the tools and techniques in real time to navigate life and challenges that may arise.
They were not helpless or dependent on outer resources, but found a self-sufficiency and agency
in coping tools.
Confidence in Beliefs of Coping Tools in Student Panel
Three panelists spoke to building confidence and control in coping tools. One reflected,
“Mindfulness has definitely put my life back into perspective. Before taking the course, I was so
caught up in the busyness of life and forgetting what my real priorities were.” She remarked on
experiencing elevated anxiety. “But mindfulness has given me the space to appreciate what’s
happening in the moment and it also allows me to prepare for what’s coming next, and whether it
be good or bad, I know I'll be able to deal with it.” Her confidence is reflected in the certainty of
the statement “I know I’ll be able to deal with it.” Another panelist reflected on the process of
gaining control over anxiety. “The summer before taking this class is when I could say I first
started experiencing symptoms of anxiety—to the point where it was interfering with my day-today life. Frankly, it was really scary. I thought about it obsessively.” He worried that anxiety
would get in the way of his school and interpersonal life. “This class definitely made me feel like
I could regain control of my life. It reminded me that everything could fit in my head, not just

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anxiety. I don’t need to identify with these adverse feelings.” Though he still experienced anxiety
on occasion, he remarked, “It reminded me that it doesn’t need to control my life and that I have
the tools to definitely make it more bearable and still find happiness and gratitude in my life.” He
displays confidence in believing that “he has the tools” and “could regain control” of his life.
Similarly, another panelist reflected on how mindfulness offered greater control and agency in
coping skills. “I have PTSD…and this has been something that’s helped me more than the eight
years of therapy I’ve been in. That’s no knock on therapy, but just something that I feel like I
have control over.” He continued, I’m not at the mercy of when I can get my next
appointment…I’m not at the mercy of anyone else. It’s something that I feel like I get to have
control over in my life.” Like the student above, there is a confidence and agency in the words,
“I get to have control.” These findings speak to the ways in which these students built confidence
to claim agency over their well-being, something they attributed to the mindfulness course.
Confidence to Navigating Emotions and Challenges in Survey Responses
Data from Research Question 1 includes findings on how students built tools to navigate
challenges and emotions through the course. This section expands on those findings by exploring
the element of self-efficacy from survey question data. Overall, most students felt confident in
their ability to navigate emotions and challenges, something most attributed to the mindfulness
course.
The survey showed students built self-efficacy in their capacity to respond to emotions
and challenges. Sixty-nine percent of students surveyed indicated that they felt extremely or very
confident to navigate any emotions that arise, 28% somewhat, and 3% slightly or not at all.
Eighty-one percent attributed the mindfulness course as being extremely or very instrumental in

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helping them build skills to navigate emotions, 11% somewhat, and 8% slightly or not at all.
Figures 4 and 5 with student responses are included below.
Figure 4
Survey Responses of Confidence in Navigating Emotions
Figure 5
Survey Responses of Influence of Mindfulness Course on Emotions
A student who took the course during the pandemic, four years prior to completing the survey,
reflected:
“It substantially impacted my life for the better and provided me with the tools needed to
process my emotions. This course was life-changing and allowed me to connect with
like-minded individuals who share many of the same values.”
The student felt she had the “tools needed” to process emotions, pointing to another component
of self-efficacy. Another student who took the course the year prior to the survey similarly
reflected on the tools built through the course to manage emotions. “This course was very
calming and provided me with good tools to manage big emotions and stress.” A student who
took the course that same year reflected on how the course helped him cope. “I had a great

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experience, I took this course while coming out of a depression, so it helped immensely while
dealing with everything.” These findings indicate the ways these students built self-efficacy in
responding to emotions through the course, benefits that were persistent and acknowledged after
the course ended.
In responding to difficulties, 78% of student survey respondents remarked they felt
extremely or very confident in their ability to navigate any challenges that arise, 20% somewhat,
and 2% slightly. Sixty-eight percent stated that the mindfulness course was extremely or very
instrumental in helping them build skills to navigate challenges, 23% somewhat, and 8% slightly
or not at all. Charts of student responses are included below.
Figure 6
Survey Responses of Confidence in Navigating Challenges
Figure 7
Survey Responses of Influence of Mindfulness Course on Challenges
Even years after taking the course, the majority of students felt confident to navigate any
challenges that arise and attributed the mindfulness course as being instrumental in their capacity
to navigate challenges.

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In survey comments, students expanded on their responses, indicating the ways the
course helped them build agency to navigate challenges. A student who completed the course the
semester prior to the survey reflected:
“I am still using mindfulness all the time since it’s also the semester that I got sober from
alcohol; as I also navigate the journey with marijuana and nicotine, I know that
mindfulness will be an essential tool in my recovery. I use the STOP technique whenever
an unpleasant emotion or thought arises and am able to ask myself whether or not it
would be useful to engage with them. I’ve also had several mental health struggles
throughout my life, and for the first time, since integrating mindfulness, I’ve been able to
cope with stressors in a healthy way instead of spiraling.”
This student applied mindfulness tools to real challenges with mental health and substance use.
She found that, for the first time, she was able to navigate challenges in a healthy way as a result
of mindfulness and knew that these tools will be an essential tool for her in the future. Selfefficacy is evident in the certainty of her words “I know that mindfulness will be an essential tool
in my recovery,” implying that she has the capacity to apply these tools when she will need them
in the future. She displays a confidence in knowing that she can now “cope with stressors in a
healthy way” instead of the prior lack of control she felt when she was spiraling, attributing this
change to mindfulness. A student who took the course the year prior to the survey reflected that
the course was “very helpful in giving me another tool that I could use to cope with stressful
situations.” The student continued, “In particular, I have found that meditation and several of the
different meditation/breathing techniques we learned…have helped me manage my stress.” A
year after completing the course, this student was still able to apply techniques to cope with
stressful situations. A student who took the course that same year similarly reflected in the

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survey on how the course affected her well-being, “The course really helped me to find ways to
cope with my anxiety and stress. Beyond meditation, being present while eating and exercising
in addition to limiting my technology use.” This student was likewise able to apply practices to
cope with challenges and be more present in life. A student who took the course the following
semester reflected in the survey, “The course helped me ground myself during a stressful
semester.” He went on to say that his courses were “rigorous to the point that I fainted from
stress during a quiz. Intro to Mindfulness provided me a vent to remind myself of who I was and
what I was here for.” Another student reflected, “Practicing mindfulness has taught me to be
more resilient when dealing with difficult emotions and difficult situations.” This student
believed she had greater capacity for resilience after the course and could now better navigate
situations. “I can do it” is a central belief in self-efficacy, and believing one is resilient to cope
with stress makes it more likely they will demonstrate resilience in coping with stress.
A student who took the course online during the pandemic, four years prior to completing
the survey, reflected, “During this time of stress and uncertainty, the course significantly helped
get me through the stresses of finding a job/graduating during Covid during my last semester of
undergrad.” He went on to write of the tools he applies from the course, “I try to take challenges
in stride as best I can. I try to pause when I feel stressed and express gratitude for the things I
have in life.” He continued, “I try to recognize to be in stressful situations is often a gift that I’ve
earned through my own hard work.” Four years later, this student applied a mindset shift and
course practices to cope with stressful situations. Another student who took the course that same
year claimed that it was his favorite at WPU. “I took this class when we were online during the
pandemic, so I was dealing with a lot of mental health problems at the time. The course taught
me how to navigate my problems and relax.” This student believed he learned how to navigate

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challenges and could apply that understanding to his life. In reflecting about the ways they were
able to apply well-being principles to their lives years after completing the course, these students
indicate self-efficacy in the belief that they have the tools to navigate challenges and difficult
emotions so they can build great mental health and to respond to life in skillful ways.
Confidence in Behaviors Toward Lasting Well-Being Tools and Agency
Through surveys and course evaluations, students spoke to the ways the course helped
them cultivate lasting tools and agency in their well-being. They felt confident that they would
be able to apply course tools through their lives and that the tools held value for them.
Confidence to Apply Lasting Tools in Course Evaluations
In course evaluations, students wrote to the ways the course helped them build lasting
tools that they expect to use through their lives. The belief that they will be able to continue to
use these tools implies a self-efficacy in application of behaviors built through the course. Five
students used the words “lifetime” or “lifelong” in their evaluation comments and eight
mentioned “future. Correspondingly, 22 used the word “tool,” five mentioned “habit,” and 48
mentioned “technique.” Student comments include:
● “This course taught me life principles that I will carry with myself for the rest of my life.”
● “The most valuable aspect of the course was that it taught concepts that could be used for
a lifetime.”
● “The daily practices and mindful learning practices I will carry on practicing in the
future.”
● “Attaining tools that I can apply to maintain my well-being…I believe it is valuable for
students of every major and discipline.”
● “Learning about yourself and how you can better your life.”

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These comments speak to relevant and applicable tools that these students expect to use past the
course, implying the value and the internalization of the skills and knowing how to use them.
Students also commented on how these techniques might help them in the future.
● “The most valuable aspect was creating good habits for myself that I can carry on into my
future.”
● “Techniques for living a mindful, happier life, as well as a deep understanding of how
mindfulness and awareness can unleash one’s true potential.”
● “It was so valuable to learn the various mindfulness techniques that we have learned
throughout the semester. They are things that I can apply to my everyday life.”
These students used the phrasing of things that “I can carry” and that “I can apply,” implying the
“I can do it” mindset that is central to self-efficacy. A student reflected on the tools learned
through the course that can be applied to future situations:
“I am leaving with a way to deal with stress, new mindsets to look from when doing
work, how to deal with being under pressure, different mindfulness practices that I have
integrated into my everyday life, how to meditate, and other things as well. It is a great
class to take at a school where we are expected to push ourselves and learn a lot.”
Another student remarked on the ability and confidence in applying mindfulness throughout
various facets of life:
“Mindfulness is something that I can integrate throughout various aspects of my life,
whether it be for academic, professional, or personal purposes. The mindset and growth
that I've been able to achieve during this semester with the tools I've gained from this
course will positively impact me in any endeavor I choose.”

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The phrasing of “I can integrate” and “tools that I’ve gained” combined with “will positively
impact me” implies a self-efficacy in knowing they have attained skills and will be able to apply
them in future situations. The findings indicate the ways these students felt they would be able to
utilize course tools through their lives, speaking to their agency and a persistent sense of selfefficacy they believed they would carry with them past course completion.
Students also noted in course evaluations the value of knowing they can apply these tools
and felt they held a lifelong relevance. “The most valuable aspect of this course would be the fact
that I am able to apply the concepts I’ve learned to my daily life,” one student noted. “I know
that it is something that’s going to stick with me for the rest of my life.” Another remarked on
the value of “learning how to develop real–life skills to cope with issues such as stress, anxiety,
etc.” This student indicated feeling as though they have the skills to navigate life. Another
student noted, “I learned so many techniques, meditation practices this semester that I have been
able to apply to real–life situations this semester and this has truly been an eye–opening
experience.” With these coping skills comes an agency in knowing that they have what it takes to
apply them. A student wrote of the value of “learning how to cope with anxiety and when to take
a break in life. Helped me feel more in control.” Learning tools to cope helped this student “feel
more in control,” implying self-efficacy in knowing that they can better navigate life. Another
student remarked that the most valuable aspect of the course was “being able to learn how to
practice mindfulness on my own.” With this comes an agency not to rely on anyone else or a
class, but a confidence in knowing that they can do it on their own. Another student wrote how
the course provided “each student with confidence to learn how to become more mindful and
focus on their personal wellbeing and the wellbeing of others!” There also was a confidence in
knowing that benefits of practice will continue to grow. “Everything we learned in class was so

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valuable. I need to continue my practice and I know my life will improve,” another student
reflected. Lastly, one student wrote, “The lessons learned in this course are extremely applicable
to everyday life and are easy to apply into one’s daily life.” The recognition of mindfulness
practices being “easy to apply” implies a self-efficacy to know that they can apply them with
ease. “For these students, there was value in knowing they could utilize these tools in the future
and this contributed to a sense of agency, control, and self-efficacy.
Confidence to Apply Lifelong Tools in Survey Responses
Some survey respondents likewise wrote about their ability to apply mindfulness tools to
their lives. The word “life,” was used sixteen times in their comments, “tool” six times, “habit”
four times, and “technique” 10 times. A student remarked five years after taking the course, “It
was a very well-structured course wherein we got to learn so many tools that I still use in my
daily meditation practice.” She went on to say, “My experience was amazing as I got introduced
to mindfulness and meditation that I believe are the biggest reasons why I’m living such a
fulfilled life.” Another summed up the answer to the question, “What from the course do you still
apply to your life?” with the response, “Much calmer, better relationships, mindful approach to
living.” One student who took the class three years prior to completing the survey reflected, “I
loved the course, and it taught me practices to include in my daily life to help my mindfulness.”
These students were still incorporating tools from the class, even years later. Some students
surveyed reflected fondly on the course. Referring to the final course assessment where students
write a letter to themselves on what they want to remember from the course, one remarked, “The
course was the best course I’ve ever taken. I sent myself a letter a year ago with practices…
because it was THAT impactful that I had to remind myself in case I forgot (the stop method).”
Another student also reflected on the course, “I went to two undergrad universities and took

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several classes and there are very few I remember but this class is frequently in my mind. I had
an incredible experience and still remember so many practices to this day.” Years later, these
students still practiced techniques from the course and appreciated their value.
Conversely, some students also wrote about not remembering or remembering to apply
principles from the course. One who took the course online during the pandemic, four years prior
to the survey, reflected, “I enjoyed the course and found it very beneficial, but its benefits have
faded over the last few years.” Another student who took it that same semester remarked on not
remembering the course details, but remembering the community environment. “I don’t
remember specifics of the course but I do remember feeling invited, welcomed, and loved by the
teacher and fellow classmates.” Though these students expressed positive sentiments about the
course, the apparent benefits did not seem to be lasting for them.
Confidence to Apply Self-Compassion and Kind Self-Talk
Through the survey, student panel, and course evaluations, student agency encompassed
learning self-compassion tools in how they spoke to themselves. Students noted an overall shift
from previously being hard on themselves to bringing more kindness into their self-talk and selfcare.
Survey. Sixty-two percent of students surveyed responded that as a result of taking the
course, they feel more able to engage in kind self-talk, 31% somewhat, and 6% slightly. Eightyone percent said the course was extremely or very instrumental in helping them build skills to
engage in kind self-talk, 14% somewhat, and 5% slightly or not at all. Figures 8 and 9 of student
responses are included below.

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Figure 8
Survey Responses of Confidence in Kind Self-Talk
Figure 9
Survey Responses of Influence of Mindfulness Course on Kind Self-Talk
Correspondingly, 73% of survey respondents remarked they are able to practice selfcompassion in daily life. One respondent reflected:
“I applied the principles of mindfulness, including non-judgement and compassion, to
every aspect of my life which fostered a better, holistic sense of well-being for me. I
appreciated having the time and space to talk about my feelings and thoughts in a
constructive manner as opposed to the negative self-talk that I usually engaged in.”
This student recognized the contrast of what she was currently doing to what she had been doing
and the effect it had on her well-being. A student who took the course the year prior to the survey
reflected, “I still use self-compassion and self-care practices in my life.” She remarked on
practices she uses before going to bed to check in on how she is feeling. “I let myself know that
I’m doing as well as I can and make sure to carefully listen to myself and my body.” Overall, the

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students surveyed still applied techniques to their daily lives and felt confident in their ability to
do so.
Alongside self-compassion, students surveyed also wrote to the ways they were able to
practice self-care, a partner practice of self-compassion. The term “self-care” was mentioned six
times in survey comments. One student who took the course two years prior to completing the
survey reflected, “I reconsidered many of the ways that I live my daily life to be more mindful
and continually engage in habits of self-care.” Another student who took the course that same
year reflected:
“The course allowed me to realize that it is okay to take time for myself. I often struggled
with feeling guilty for taking time to focus on myself and the course allowed me to
realize that not only should I not feel guilty for taking time for self-care, but I should
encourage and celebrate this time.”
This student contrasts past feelings around self-care and a newfound realization of the
importance of it that emerged from the course. The understanding of self-efficacy involves
exploring obstacles that get in the way of it. For this student, patterns of guilt around self-care
gave way to realizations that taking time for self-care is needed, and in the words of the student
should be “encouraged and celebrated.” This metacognitive shift paved the way for self-efficacy
around well-being beliefs.
Another student who took the course the year prior to the survey wrote:
“I took this course during a really rough period in my life, so getting to learn how to
manage my well-being through mindfulness really helped me when I most needed it. The
class allowed me to learn how to listen to my needs and emotions, making sure to take
care of myself.”

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As these students developed their capacity for self-care and kind self-talk, they internalized
practices and a belief that they could apply them in the future.
Student Panel. On the topic of self-compassion, a panelist reflected on her transformation to
being kinder to herself. “I think before I really understood what mindfulness was, and then
implemented it to my daily life, I was just a bully to myself. Imagine that, you know, I’m trying
to find my way in the world trying to get to a certain point. And I’m living in a body that’s
constantly 24-7 being mean to myself and beating myself up.” She found it to be destructive for
her mental health. “And now, I’m on the other side. With mindfulness, I learned to spot that
noise in my head. And over time it becomes easier. They don’t go away. But over time, when I
spot them, I would take a breath and just name it, and by naming it, it’s power just diminishes
right away, by at least 50%. And so, I still catch those voices saying what I’ve done isn’t perfect
or wasn’t enough. But I have that trust in myself knowing that it’s just a thought, and I’m not
defined by my thoughts.” She realized her agency to change her self-talk to be kinder and
gentler.
Course Evaluation. In course evaluations, students spoke to “learning to be more self–
compassionate.” The word “compassion” was mentioned four times in student comments and
“kind” mentioned 12 times. One student reflected on “learning how to be patient and kind with
myself through the meditation practice and concepts taught,” while others wrote of “showing
self–love and self–compassion” and “learning how to bring mindfulness and become more
compassionate towards myself and others.” The phrasing of “becoming more compassionate”
implies not just skill acquisition, but a transformation of self that occurred as a result of learning
self-compassion practices. Another wrote that the course “taught us to care about ourselves, and

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that with only a second or two it can help us get rid of some stress.” Another student stated about
the most valuable aspect of the course:
“Acquiring mindful strategies to cope with emotions and thoughts. The concept of
holding the moment/myself with "kindness" is particularly valuable, suddenly everything
felt less exacting and more manageable. This strategy has provided an alternative,
alleviating lens in the face of challenges and inevitable setbacks.”
This student used the phrasing of “acquiring mindfulness strategies” to imply that they possess
these strategies which they were able to apply as an alternative to how they were previously
operating. These students applied practices to their lives and were developing confidence in
learning how to listen to their needs and honor them. For each of them, it involved a shifting of
beliefs and adoption of practices that they were able to continue to apply past the end of the
course.
Environment for Self-Efficacy in Formal and Informal Mindfulness Practice
Mindfulness includes both a formal practice of meditation and an informal practice of
bringing mindfulness into daily life, relationships, and how to operate in the world. Through the
survey, students commented on self-efficacious beliefs and behaviors around both formal and
informal mindfulness practice, and how the course environment helped facilitate that growth.
Environment for Sustaining a Meditation Practice in Survey Responses
Most students surveyed sustained a mindfulness practice, even years after course
completion. They tuned in to their inner environment to be present with themselves. The
frequency of meditation practice varied, with 59% of students meditating weekly or more, 33%
monthly or a few times a year, and 8% not at all. Over half of students surveyed felt extremely or

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very confident they would be meditating one year later. Figures 10 and 11 depicting student
survey responses are included below.
Figure 10
Survey Responses of Meditation Persistence After Course Completion
Figure 11
Survey Responses of Confidence to Continue Meditating
A student who took the course a year prior to completing the survey responded,
“Learning how to meditate saved me in a lot of ways. I still read Mindfulness for Young Adults.”
She commented on still remembering the teachings from the course, “I can still hear…to focus
on our breath” and to hold thoughts with kindness. This student referred to course readings and
applied principles a year later, knowing she had resources to return to when needed. A student
who took the course four years prior to the survey similarly responded, “I still use meditation
techniques, and still refer to the workbook every now and then for book recommendations as
well as revising some techniques.” In the survey question of what students still apply to their
lives from the course, various students remarked on the meditation practice. Meditation was

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mentioned 17 times in qualitative survey comments. On what from the course he still applies to
his life, one student who took the course four years prior to the survey remarked, “Meditation,
being aware of my body and how it is feeling, coping with emotions that arise.” Other survey
comments on what students still apply to their lives from the course include:
• “Meditation daily and taking time out of the day to be with myself.”
• “I try to meditate for 10-15 minutes several times a week. Moreover, whenever I am
feeling stressed I have made a habit to utilize breathing techniques we learned in class.”
• “Meditating has stayed with me. Especially on busy days…I find that meditating brings
me back to calmness and takes away some of the guilt of not prioritizing myself in a
day.”
These students remarked on continuing to practice meditation past course completion and their
ability and confidence to apply techniques to their lives. Their self-efficacious view of
meditation, that they can do it, is combined here with the benefits they recognize the practice
brings them.
On being more present outside of formal meditation practice, 71% of students surveyed
responded that as a result of taking the course, they were able to be more present in their
surroundings. A student who took the course two years prior to the survey remarked, “I still
meditate, practice self-love and compassion, and intentionally being present.” Another student
who took the course the same year reflected, “Ever since I took the course, I have always
reminded myself to be present.” He continued, “I had an amazing opportunity to go abroad for a
class and truly felt like I was present the whole time to gain the most from the trip.” This student
was able to apply the techniques from the course to enhance his life experience. One student who
took the course four years prior to the survey wrote, “I learned to be present in any given

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moment, notice things like my breath and physical sensations, and how to meditate which helps
in daily life.” Other survey comments on becoming more present include:
● “I became much more aware of my surroundings and myself.”
● “It has allowed me to be more present and be kind to myself. No settling for toxic
relationships and knowing what’s best for me.”
● “Being present and self-talk.”
● “I continue to try being more mindful and present with myself, my daily life, and my
relationships with others.”
Even years later, these students speak to the ways they built skills to be more present through the
course. They use language like “I became” and “I learned to,” which indicates a self-efficacious
shift they internalized through the course.
Environment for Mindfulness in Daily Life in Survey Responses
Many students surveyed wrote about the ways they applied mindfulness to daily life in
their external environments. Fifty-seven percent of students surveyed responded that as a result
of taking the course, they were able to be more present in their relationships. 71% practiced
mindful listening, and 59% practiced mindfulness in their relationships. One student commented,
“I really enjoyed taking this course…I felt more in tune with myself, my mind, my relationships,
my surroundings, etc.” Another student responded that following the course, she was still
applying “techniques used to anchor breaths during meditation and practicing being mindful in
relationships and daily life.” These students felt more connected and showed agency to practice
techniques in their relationships and life. Another student reflected on how she applied
communication techniques from the course to difficulties she faced:

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“It was extremely helpful especially during the time of Covid-19. It was my favorite
class; I was always looking forward to it. It helped me communicate better with my
partner as well as with my family. There were some generational traumas that my family
and I never discussed but after the class and some time to think, I had the courage to talk
about the hard topics with my family. It had helped me communicate better with others
and listen to others.”
On what from the course she still applies to her life, she continued, “I still practice active
listening, it has helped me a lot, when it comes to arguments or disagreements. I try to
understand where the other person is coming from and reach a solution.” Students surveyed also
commented on how they were able to shift their technology use, which helped them
communicate more effectively. A student who took the course the year prior to the survey,
remarked, “The course really helped me to separate from my phone and computer and being
more present in conversations with my friends and family.” She continued, “I also like to start
each day with a quick meditation and before I go to sleep each night and it has helped me
significantly in dealing with my anxiety.” Through applying class techniques, she found agency
to shift how she related to her phone, be more present in her relationships, and engage in a
regular technique that assisted with anxiety.
Other students wrote about applying conscious breathing techniques among other
practices from the course. A student who took the course the year prior to the survey reflected, “I
still use the breathing techniques and mindsets we spoke about in class.” Another wrote, “I still
apply breathing techniques and I try to be mindful when it comes to eating, sleeping, and
technology use.” Others also wrote that they were able to apply techniques from the course to
eating and movement. A student who took the course five years prior to the survey, in its first

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semester reflected, that she was able to apply “being more mindful about food, i.e. taking a
second to look at my food, take in the smell before starting to eat.” One remarked on being able
to apply “mindful eating and mindful exercise tips,” while another wrote that for her, three years
later, it was “mindful eating and self-compassion especially.” A student reflected on applying
“mindful movement, healthy eating, better sleep,” continuing, “I meditate and go to yoga classes
two times a week now.” Similarly, another wrote that she applies “various meditation practices
such as walking meditation, mindful use of tech, eating habits, communication.” Other
comments on applied practices in life include:
● “Mindful walks without technology, shower meditation.”
● “Mindful decision making; I still continue to make to-do lists as well as a list of goals
that I want to achieve for the day.”
● “The STOP method.” (Stop, Take a breath, Observe, Proceed)
● “Being mindful with technology use, communication, and relationships.”
These findings speak to self-efficacy built through applying well-being skills and techniques.
Students also applied course tools to their careers. A student who took the course the year
prior to the survey reflected, “I try to reference lessons learned from this class in my day-to-day.
I entered an extremely stress-prone career in investment banking.” He remarked of the course
practices, “Allowed me to be aware whenever I feel any emotion.” This student felt able to apply
course principles to his life and career. A student who took the course four years prior to the
survey reflected:
“I recently started a new job and decided to revisit the book I chose from class. I’m
hoping it will remind me to practice being mindful in my daily life and extend

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compassion toward myself as I face new challenges at work, especially as someone living
with social anxiety.”
This student turned toward course materials to help him navigate a transitional period in his life.
He knew he wanted to be mindful and self-compassionate in his new career and life, and sought
to actively achieve it through revisiting course principles. These students still applied techniques
from the course into their daily lives, even years later, speaking to their self-efficacy in
internalizing tools and practices toward individualized well-being. Conversely, one student, who
took the course four years prior to the survey, admitted, “Unfortunately, I generally forget to
apply the lessons I learned,” speaking to the complexity involved in internalization and
application of skills after a period of time. The word “unfortunately” implies a regret and belief
that course practices might be valuable to apply.
These findings speak to self-efficacy built through applying well-being skills and
techniques. Even years later, most continued to practice coping strategies, self-care, meditation,
and techniques for bringing mindfulness into daily life. For some students, prior to developing
self-efficacy, it was necessary to explore what was underlying thought patterns that were no
longer serving them, such as those who felt guilty for taking time for self-care. For others, they
noticed the benefits and value of practice. Others turned to mindfulness tools to help them
through difficult times or transitions. Overall, the majority of students surveyed built well-being
tools through the course and were applying them in real time to enhance their well-being and
lives years past the course.
Summary of Research Question 2 Findings
Through surveys of past course participants, course evaluations, and student panels,
findings show promising results that the Introduction to Mindfulness course at WPU had a

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tangible effect on student well-being beliefs and behaviors. Students displayed self-efficacy
through their continued application of tools and confidence in their ability to do so. Findings
showed that students were particularly able to apply course techniques to their emotions, mental
health, self-talk, daily lives, and relationships. Surveys indicated students continued to apply
course practices years after taking the course. Students noted the ways the course environment of
shared accountability, community, and curriculum contributed to their well-being beliefs and
behaviors as they applied techniques and tools to real-world applications.

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Chapter Five: Recommendations
This chapter includes a discussion of research findings and recommendations based on
these findings. It also describes the limitations and delimitations of this study and
recommendations for future research. It concludes with closing remarks on the implications of
the study overall on institutions of higher education and across schooling sectors.
Discussion of Findings
Research findings show that the Introduction to Mindfulness course at WPU had a
measurable effect on most students who took the course. The triangulation of data across
surveys, course evaluations and student panels point to this conclusion, exemplified by a median
course impact score of 3.87 out of 4.0 from 522 course evaluations, 70% of the 64 survey
respondents claiming the course significantly or very much impacted their well-being, and the 12
student panelists speaking to the tangible ways the course made a difference in their personal and
academic lives. Hundreds of student voices are included in this research to highlight the various
ways the course impacted student beliefs and behaviors around well-being.
This study is framed within the construct of social cognitive theory (Bandura, 1986b) and
the ways in which the individual, behavior, and environment interact with and influence one
another. In this context, the interchange of student individual beliefs and reflective inquiry, the
behaviors they applied using tools and techniques in real-world applications, and the course
environment of a collaborative learning community, shared accountability, and the curriculum all
contributed to student well-being. The second aspect of Albert Bandura’s work that the study
draws from is that of self-efficacy, or the belief that one’s efforts will lead to a given result.
Findings show that students felt individual confidence and control over their coping tools and
agency in behaviors toward lasting well-being tools in an environment that primed them for self-

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efficacy as they engaged in formal mindfulness meditation practice and the informal practice of
bringing mindfulness to everyday life.
With the personalized nature of the course, not all students resonated most strongly with
the same course concept, as was apparent in the varied aspects of the course students chose to
comment on. And yet, they were able to connect with something from the course that made a
difference in their well-being. Students thus apparently took what they needed, in light of their
varied needs, and applied that to their individual situations within the context of a class
community.
Of the findings that most stood out were those from students that mentioned the
interconnected dual structures of the course in learning techniques in a community environment.
When asked in course evaluations what the most valuable aspect of the course was, nearly two
dozen students across the years mentioned both the practices and the community. This is the
essence of the course, that students practice tools and techniques in a community environment of
reflection and personal growth. The individual self wasn’t isolated as a variable, nor was the
collaborative, discussion-based environment. It was the interchange of the two that made the
course what it was and allowed students to access personalized practices in a community
environment. This is emblematic of triadic reciprocity of the individual, behavior, and
environment in social cognitive theory. In his work, Bandura also refers to a sense of collective
efficacy or group perceived efficacy (Bandura, 1998), wherein one may assess their personal
capacity within a group environment or the capability of the group as a whole. The group
environment positively impacted the individual capacity of students in it through their function
in the shared space.

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The second finding that was most interesting was the persistence of mindfulness tools,
techniques, and integration into daily life years after course completion. Of the 64 survey
respondents, almost all were still applying course practices, even five years after course
completion. This speaks to the relevance and applicability of the practical nature of the course
and the ways students were able to integrate it into their lives. Again, all in different ways and
degrees, but almost all in some way that was personal and meaningful for them. In Bandura’s
theory, relevance and purpose increase valuation and conditions for self-efficacy. Findings show
that students were able to discern what they needed, why it was important, and then actualize
their well-being through the application of the tools and techniques to meet their needs in real
time.
In considering the increasing role well-being holds in current society, it is up to schools,
organizations, and institutions to explore what it means for them individually and collectively.
For this paper, well-being is defined as the integration and interconnectedness of body, mind,
and heart. Findings show that students felt the course helped them cultivate a healthier
relationship with their bodies, build mental health tools, and navigate emotions, among other
aspects. For as subjective as the term well-being may be, the hundreds of student voices and
responses quantitatively and qualitatively across a triangulation of data sources point to what can
be considered enhanced well-being.
This paper began with the question of how to meaningfully include well-being in the
schooling experience. Findings show that incorporating for-credit well-being courses, such as
Introduction to Mindfulness, can be effective in practice and policy. These findings have
implications for how schools consider intentionally including well-being supports into the
schooling experience. Bandura deems self-regulation, self-awareness, and self-observation as

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components needed for self-efficacy. We often expect students to know how to do these things
when they enter the classroom. Findings show that through the mindfulness course, students
were able to enhance elements of self-reflection, self-awareness, and working with emotions that
they then applied to their personal and academic lives. Taking the mindfulness course wasn’t just
a siloed experience for students—it was applied to how they navigated mental health, coped with
challenges, and operated in their relationships, schooling, and lives. Students spoke to the ways
that the course enhanced their experience as college students and helped them to academically
and personally navigate school and life. For this generation that has experienced increased rates
of anxiety and mental health challenges, these findings are particularly poignant as higher
education institutions explore how to best serve students and fulfill school visions that
encompass flourishing and cultivation of the mind and spirit, as is stated in the mission of WPU.
Recommendations for Practice
Ideally, well-being should be addressed as a robust school and community response
involving multiple stakeholders and access points. This study focused on the curricular entry
point of well-being in a classroom setting. The recommendations below encompass options for
schools to consider, including implementing for-credit well-being courses, designing curriculum
for self-efficacy and community across disciplines, and exploring how to intentionally structure
well-being into the schooling experience. While the focus of this paper is the mindfulness course
in a higher education setting, these recommendations may be modified and generalized to other
grade levels and school settings. The following recommendations emerged in consideration of
the findings for Research Questions 1 and 2 on how the mindfulness course affected student
well-being beliefs and behaviors, and to what degree the course contribute to participants’ sense
of self-efficacy in managing their well-being. Considering the elements and implications of

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social cognitive theory (Bandura, 1986a), and the importance of self-efficacy in learning, these
recommendations encompass classroom structures and methods that support student well-being.
With social cognitive theory and self-efficacy at the center of this paper, classroom
recommendations theoretically based in them would comprise their distinct elements. They
would be grounded in triadic reciprocity of the individual, behavior, and environment. For the
individual, this includes intentional consideration of the beliefs, self-regulation, and selfawareness that might be needed to orient toward well-being. This includes cultivating a climate
for self-efficacy and community efficacy where value is placed on goals that are shared, relevant,
achievable, and incrementally increased for mastery. It also includes consideration of which
behaviors may target learning goals and what tools, techniques, and applications of knowledge
might help students attain those learning goals. Lastly, they include an emphasis on an
environment of community learning, discussion, shared accountability, and activities that foster
togetherness in working toward collective, yet personalized, learning goals. Activities may
include opportunities for students to learn from each other, discuss challenges to goals and how
to overcome them, as well as coping tools to navigate difficulties.
As with any program, assessment measures are essential to knowing if recommendations
achieved a desired result. Considering social cognitive theory and self-efficacy, these measures
might include pre- and post-survey instruments to assess well-being beliefs and behaviors before
and after the intervention. It might also include an exploration of which behaviors, tools, or
techniques were applied and their perceived benefit, ease of use, and the confidence participants
felt utilizing them in the future. This points to a transference of skills beyond the intervention
that implies mastery. It also includes consideration for the environment and to what extent
participants took part in shared activities, discussions, and group projects that helped facilitate

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their learning. Inherent in these components is a starting point, middle point of program
activities, and end point, with the desired result being growth toward learning goals facilitated by
intentional design and consideration around the elements of individual, behavior, and
environment. Program assessments are essential for measuring progress, making adjustments,
and looping back into professional development for continued growth toward an organizational
mission and vision.
Recommendation 1: For-Credit Well-Being Courses
For-credit courses offer a unique opportunity wherein students can learn tools across a
lengthy duration of time, with shared accountability, in a community learning environment.
Through findings, students repeatedly stated the value of learning well-being tools alongside
their classmates. Students were able to dialogue with one another and build relationships as they
individually and collectively explored what it meant to bring mindfulness into their lives. Many
students stated the value in being “forced” to meditate and have the class hold them accountable
through informal check-ins, the formative assessment of the module reflection forms, and the
Mindfulness in Daily Life Group Project. Of the 608 students who were registered in the course
by the registration deadline, 599 completed the course (99%), speaking to their persistence to
finish it through to the end. Of those, just about all students completed all five module reflection
forms and the group project and presentation. Students were on the whole invested in the class
and the personal development they attained from it. The course was emblematic of social
cognitive theory (Bandura, 1986a) and self-efficacy in design, instruction, and overall results.
Though well-being courses can encapsulate many fields, this research focuses on the
value of mindfulness as a for-credit course, of which universities are increasingly including in
their curriculum. Research of other for-credit mindfulness programs has also shown promising

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results (Vidic, 2023; Crowley, et. al., 2022; St. Martin et al., 2022; Penberthy et al., 2017). At the
time of this writing, over 250 students across 14 course sections and six instructors take the
course at WPU per semester, speaking to the impact and need of such courses. As a component
of the educational experience, mindfulness has the potential to enhance metacognitive skills
(Jankowski & Holas, 2014) for greater self-awareness, reflection, emotional responsiveness, and
personal growth. These skills are useful for students across fields and life phases. They can also
be particularly useful as students navigate what it means to be a young adult in this time of
technological dependence and mental health challenges (Haidt, 2024).
It may not be easy to implement a for-credit well-being course. It takes instructors who
possess all three elements of content knowledge, teaching skill, and positioning to create and
teach classes at colleges and universities. It also takes support from administration and a budget
that includes funding for the instructor, course development, facilities, and other associated costs.
Everything involves an opportunity cost. To do one thing means not to do something else. A
student who takes a well-being class does so likely instead of another class that may have also
been enriching for them in another way. For-credit well-being courses should also not be the sole
avenue for student well-being. They should be part of a robust and intentional school-wide plan
to cultivate student and staff well-being across multiple access points to offer and structure in
well-being supports. And yet, these findings show the promise they hold and the potential they
have for authentically helping students build lasting well-being tools.
Recommendation 2: Intentionally Structure Well-Being into Schooling
As schools grapple with what it really means to educate their students and what students
today need, it is imperative that they consider how to intentionally structure well-being into the
student experience. This is not a bonus or luxury, but a vehicle for student learning that is often

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aligned with the mission and vision of the school. There are multiple access points for structuring
well-being into schools, such as for-credit courses, including mindfulness practices in classrooms
across disciplines, or a well-being course requirement. This applies both to higher education and
across grade levels of schooling.
Mindfulness and Well-Being in the Classroom
Across grade levels, schools have sought to infuse mindfulness into the classroom. This
may involve taking a few breaths at the start or end of a class (Yaron, 2015), teaching emotional
literacy tools (Yaron Weston, 2023), and mindful reflection and self-awareness (Willard et.al,
2015). Incorporating well-being practices into the curriculum and socioemotional learning
(Cipriano, et al., 2023) can be done on an individual classroom level, or school- or district-wide.
For as much as mindfulness and well-being might be useful in the classroom, there are
challenges to broader implementation, namely the investment of teachers and support from
administration. Initiatives have a greater chance of success when they are done with, rather than
to, teachers and when teachers have ownership in the process (Yaron Weston 2023). There also
must be support from administration and quality professional development (Avalos, 2011) so
that teachers can build content knowledge expertise. For all that schools are asked to do,
everything is an opportunity cost and takes time and effort to implement amidst competing
priorities.
Additionally, considering social cognitive theory (Bandura, 1986a) and self-efficacy,
classroom discussions around mental health and well-being need to be done with thoughtful
intention, design, and expertise. Simply discussing mental health isn’t the same as a targeted,
intentional, well-planned approach employed by trained professionals, and could even have a
detrimental result. A 2023 study (Foulkes & Andrews, 2023) found that awareness efforts around

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mental health were actually contributing to mental health issues when participants engaged in
self-diagnosing or labeling behaviors that led to perceptions that they had mental health issues.
The study points to the example that though someone experiencing anxiety does not necessarily
have an anxiety disorder, they may interpret that to be the case and thus impact their self-concept
and result in magnification of anxiety and its symptoms. Correspondingly, another study found
that self-labeling contributed to lower perception of control over depression (Ahuvia, et al,
2024). Contrastingly, findings of research on the mindfulness course in this paper showed the
effectiveness of discussing mental health in the social cognitive framework of a normalized,
growth mindset approach where students built tools in a community environment. Two student
panelists spoke to the usefulness of detaching from the label of having anxiety and reframing
their relationship with anxiety to depersonalize it. There is a subtle but important nuance in the
cognitive framing of a personalization in believing one has anxiety or is an anxious person, on
one hand, and on the other thinking they are simply experiencing anxiety, a normal part of the
human experience. Their capacity to reframe anxiety and their relationship to it speaks to the
importance of holding well-being and mental health with care, intentional curricular design,
professional expertise, and an environment where students can deliberately build tools that grow
their capacity for agency and self-efficacy.
Include Well-Being in Teacher Preparation Programs
In the same way that teacher preparation programs include explicit instruction for how to
build academic skills, they too can teach strategies for how to incorporate well-being into the
classroom. The findings of this paper indicate that mindfulness and well-being tools helped
students succeed academically and thrive in life and in school. If teachers are expected to
navigate student mental health and well-being, then there should be explicit, quality preparation

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and continued professional development (Darling-Hammond & Oakes, 2019) on how to
skillfully do it. Emotional regulation and self-reflection are not only tools for a mindfulness
classroom, but ones that students can use across grade levels and disciplines. The stress response
decreases certain cognitive functions and can impede learning. It places students in “defend”
mode, rather than “discovery” mode. (Webb, 2016; Haidt, 2024). Incorporating practices for
lowering the affective filter, or psychological screens that get in the way of learning, can increase
student capacity for interacting with content and engaging in critical thinking and problem
solving (Yaron Weston, 2023).
For all the difficulties that accompany teaching and learning, well-being is needed in
schools. And at the same time, there are real challenges in how to incorporate it into teacher
education programs. Programs may be used to doing things a certain way and offering a set
curriculum to students where they may not see a place for well-being within their curriculum.
They may also not value it as a necessary component in the same way they might value other
skills or priorities. Or they may not have the capacity or personnel with expertise to design
curriculum or teach how to include well-being. Including well-being in teacher preparation
involves reenvisioning what a thriving school looks and feels like to those in it, concurrently
recognizing the importance of the well-being of teachers, staff, and community. Not as an
additional add-on to already full plates, but a reframing of what it means to teach and learn in a
way that situates well-being in the discussion alongside academic studies.
Well-Being GE Requirement
Schools often have services available for students, but just because they are available,
doesn’t mean that students will access them or that those who need them most will know about
them and feel comfortable to seek them out. With an optional for-credit well-being course, some

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students will sign up, and some will not, and it may not be the students who need it most who
sign up. A well-being general education (GE) requirement is a structured approach to offer wellbeing tools to all students in a class environment of shared accountability over a duration of time.
A GE course would ensure that students across cultures, races, and genders take a well-being
course, and not just assume it’s for other students or that they might not belong there. Each
student will develop a baseline understanding of explicit well-being tools learned within a peergroup community for a sustained length of time, speaking to the social cognitive theory
(Bandura, 1986a) elements of the individual, behavior, and environment. Such a comprehensive,
sustainable, proactive response can be a model for innovative, supportive university structures
that respond to timely mental health and well-being needs.
There are various considerations that may not make this a viable option for some schools,
including scale and capacity. It would likely mean creating more courses and finding instructors
with the content knowledge and curriculum expertise to teach them. Additionally, while a
required well-being course would ensure all take it, it also might decrease the self-efficacy
students gain by freely choosing an enrichment course rather than doing so to be compliant with
a requirement. This could potentially impact how students feel about attending the course and
school if they have less choice in taking classes they want, though it may also balance out in the
appeal that a focus on well-being may have for prospective students and their parents. Though
requiring students to take a well-being course removes some choice and agency from students
who may want to do it for intrinsically motivating reasons, there is a broader benefit of having all
students learn well-being tools in a community of peers with shared accountability across a
lengthy period of time. There is no one quick fix for well-being on college campuses. This needs
to be coupled with a robust plan across stakeholders and multiple access points to offer and

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structure well-being supports. It is also not enough to say that because an initiative is put out to
increase well-being that well-being would be increased. It needs to be coupled with
accountability measures and transparency to account for how to measure impact and assess
progress, and looped back into professional development and continuous program assessment.
Recommendation 3: Design Curriculum for Self-Efficacy and Community
It is, of course, not enough to offer a well-being course and expect results. Purposeful
course design that aligns learning goals with instruction and assessment is central to students
being able to achieve objectives. Self-efficacy (Bandura, 2000) can improve learning outcomes
(Zimmerman & Kitsantas, 2007), while a sense of community has been shown to increase wellbeing (Prati, et al., 2018). To design for self-efficacy and community, students need to know why
they are doing what they are doing, that it is worth doing, and that they can do it. They need to
feel that what they put in is worth what they get out, that they matter, and that the person who is
asking them to do it cares about them and their learning.
Findings in this paper reflect the value of community learning through the dozens of
voices of students who spoke to the value of community, groups, discussion, and class
relationships. Evidence of self-efficacy is embedded in survey responses where students
commented overwhelmingly about their confidence in continuing to apply course tools and the
instrumental nature of the course in building those skills. Students knew that what they were
doing mattered and had personal relevance to them. Additional ways that self-efficacy and
community can be infused into curriculum design and instruction include:
1. Build collective and individual purpose. Articular larger class goals and how class
activities connect to those goals. Allow students to define their why for being in the class
and what the activities mean to them. Sharing this increases impact and accountability.

136
2. Offer relevant choices. Offer choices when possible so that students can have agency in
opting in to their learning experience. In the mindfulness class, student choice in the
group project increased investment and ownership and personalized the learning.
3. Utilize a growth-mindset approach (Dweck, 2006). Rather than a fixed mindset, a growth
mindset allows for differentiated learning according to where a student is at. They have
the capacity to grow their skills through targeted, scaffolded practice toward a goal. In the
mindfulness class, students chose and shared how many minutes they would commit to
meditating daily, which incrementally increased as the semester progressed. The more
they practiced, the better they got, something that was messaged and experienced.
4. Normalize obstacles and celebrate success. Discussions around normalizing challenges
and how to cope can help students overcome them. When they encounter one, they
realize they are not alone and have practical strategies they can use rather than shutting
down in the face of them. Hearing and sharing with peers and finding useful methods
serves a modeling, normalizing, problem-solving, agency-building function.
5. Plan reflective group discussions. The opportunity to engage in meaningful discussions
with peers allows students to connect with each other, share, learn, and realize that they
are not alone in their experience. In the mindfulness class, prompts increased in
vulnerability as the semester progressed, leading to the sharing of their resilience stories.
These elements are emblematic of social cognitive theory (Bandura, 1986a) and self-efficacy in
the ways that students set and attain incremental goals toward mastery and work together as a
community to build well-being tools. Self-efficacy and community can be powerful approaches
in any classroom, as students work toward relevant, differentiated goals alongside a community
of learners. Shared accountability and peer group modeling can facilitate normed success and

137
progress toward goal attainment. While there are countless pedagogical methods, these were
central to student learning and experience in the mindfulness class and can be modified across
grade level and subject areas.
Limitations and Delimitations
As is the case with research, this study was subject to certain limitations. Though a
triangulation of data sources was designed to ensure greater accuracy in findings, there is no way
to perfectly know how the mindfulness course impacted the well-being beliefs and behaviors of
each of the nearly 600 students who took the course. Though the course evaluations had an 87%
response rate, there were still a number of students who did not complete one, and even more
who did not complete a survey. Those who might have been most inclined to complete a survey
or evaluation may have been students who were positively impacted by the course compared to
those who did not complete one. In regard to the survey, memory can be faulty, and up to five
years later, students may not accurately have remembered elements of the course that contributed
to their well-being, or in wanting to help with my research, they may have given statements that
were overly complementary to the course. With the subjective nature of the term well-being,
answers also may have varied depending on the particular state students happened to be in at the
time of the survey. Additionally, the 12 student panelists were selected or volunteered to
participate because of their interest in mindfulness, and the course impact felt by them may not
be representative of the impact of the class as a whole.
I had initially intended to conduct research on the mindfulness program as a whole,
across all course sections and instructors, but due to administrative concerns on data access, I
instead focused the research on my courses. Thus, it is impossible to know how much of student
responses were because of the course curriculum itself or due to the individual instructor.

138
Furthermore, in framing the study around well-being, I intended for it to have broad accessibility
so that it might apply to schools that did not have the capacity to offer mindfulness courses but
were interested in well-being. It would not have been possible in the scope and depth of the study
to also research other types of well-being courses to see if they held the same degree of student
impact. In reality, the generalizing to well-being courses may or may not be transferable.
Recommendations for Future Research
With research on for-credit university mindfulness courses relatively limited, there are
multiple avenues for future research. As mentioned above, it would be interesting to explore the
impact of the whole mindfulness program at WPU, across multiple teachers. I also am
particularly interested in the ways the curriculum impacted student learning and the pedagogical
strategies that were effective for students. In the findings, I was intrigued by what persisted over
time for students and why. It could be an interesting to explore which elements in a for-credit
well-being course makes the learning most “sticky” over time. Additionally, it may be fruitful to
look in depth at subgroups of students to track how the course impacted them on an individual
and group level. The course (and thereby course evaluations), student panel, and survey all
included a diversity of genders, race, sexual orientation, year course was taken, and transfer
student/freshman admit status, though, for simplicity, results were not aggregated by subgroups
in the findings of this paper. Lastly, with the references students made to the course helping them
with their academic studies, it would be interesting to track students grades before, during, and
after the course, though admittedly there would be so many other influencing factors that it
would be difficult to discern what to attribute to the course and what to attribute to outside
factors.

139
Conclusion
It is not easy to be a student today. In the midst of technological dependence, social
media, uncertainty, anxiety, and all that they are asked to navigate. They are counting on schools
to get it right for them. And this means preparing them for the world they are living in, with the
skills to navigate the worlds they will step into. Not just academically, but with what it takes to
live well and be able to face whatever may come their way with some measure of presence,
adaptability, humanity, and resilience. If we want a different result, we have to do things
differently. If we expect students to know something, it should be taught in schools. For as
important as well-being is, it is often left to chance or individualized if a student receives
supports. For the vast impact that the mindfulness course had on the lives of my students, I hope
that in the future these experiences will be normalized as a part of the student experience and not
unique to some schools or students. Not as an add-on to the already full plates of teachers, but a
reorganizing of the plate itself to bring well-being more holistically into schools and those who
work and learn in them. I appreciate the undertaking it will be to include well-being in the
student experience. And I also understand the cost if we don’t. As a society, as those responsible
for nurturing the development of our youth, we can’t afford not to.

140
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Appendix A: Survey to Past Course Participants
Appendix A includes the information sheet and survey that was sent to past course
participants. 64 respondents completed the survey. Identifying information was omitted.
Research Information Sheet
My name is Linda Yaron Weston, and I am a doctoral student. I also hold a role as a
lecturer. I am conducting a research study on the impact of the PHED 119 Introduction to
Mindfulness on student well-being. I am seeking your participation in this study.
Your participation is completely voluntary, and I can address any questions or concerns
at any point before or during the study. You are eligible to participate in this study if you meet
the following criteria:
1. You have taken PHED 119 Introduction to Mindfulness.
2. You are over 18 years old.
If you decide to participate in this study, you will be asked to do the following activities:
Complete an online survey (5-10 minutes).
I will publish the results in my dissertation. Participants will not be identified in the
results. I will take reasonable measures to protect the security of all your personal information.
All data will be de-identified prior to any publication or presentations. I may share your data, deidentified with other researchers in the future.
If you have any questions about this study, please contact me. If you have any questions
about your rights as a research participant, please contact the Institutional Review Board.

155
Survey
The survey sent to past course participants included 18 closed-response and two openended questions. Questions were organized into three blocks: course impact on well-being
behaviors, beliefs, and self-efficacy, mindfulness practice and application, and demographic
information. The two open-ended questions asked students about their experience in the course
and its impact on well-being.
Block 1: Course impact on well-being behaviors, beliefs, and self-efficacy
When did you take Introduction to Mindfulness?
● Spring 2019
● Fall 2019
● Spring 2020
● Fall 2020
● Spring 2021
● Fall 2021
● Spring 2022
● Fall 2022
● Spring 2023
● Fall 2023
● Spring 2024
● Don’t remember
As a result of taking the mindfulness course, I feel more able to: (Check all that apply)
● Manage stress.
● Cope with anxiety.

156
● Process emotions.
● Navigate challenges.
● Engage in kind self-talk.
● Be more present in my surroundings.
● Be more present in my relationships with others.
● Other. Please specify_____
How confident do you feel in your ability to navigate any emotions that arise?
● Extremely confident
● Very confident
● Somewhat confident
● Slightly confident
● Not confident
To what degree was the mindfulness course instrumental in helping you build skills to navigate
emotions?
● Extremely instrumental
● Very instrumental
● Moderately instrumental
● Slightly instrumental
● Not at all
How confident do you feel in your ability to navigate any challenges that arise?
● Extremely confident
● Very confident
● Somewhat confident

157
● Slightly confident
● Not confident
To what degree was the mindfulness course instrumental in helping you build skills to navigate
challenges?
● Extremely instrumental
● Very instrumental
● Moderately instrumental
● Slightly instrumental
● Not at all
How confident do you feel in your ability to engage in kind self-talk?
● Extremely confident
● Very confident
● Somewhat confident
● Slightly confident
● Not confident
To what degree was the mindfulness course instrumental in helping you build skills to engage in
kind self-talk?
● Extremely instrumental
● Very instrumental
● Moderately instrumental
● Slightly instrumental
● Not at all

158
To what extent did the course enhance the following healthy living behaviors? Yes, No,
Somewhat
● Exercising more
● Relationship with food
● Better sleep
● Improved relationship with body
Block 2: Mindfulness practice and application
How often do you currently meditate?
● Daily
● A few times a week
● Weekly
● Monthly
● A few times a year
● Not at all
How confident are you of your ability to continue meditating one year from now?
● Extremely confident
● Very confident
● Somewhat confident
● Slightly confident
● Not confident at all
Do you practice mindfulness in daily life? If so, which of these areas? Check all that apply.
● Technology use
● Mindful listening

159
● Self-compassion
● Self-care
● Relationships
● Other (please specify)____
To what degree did the course impact your mental health?
● Significantly
● Very much
● Moderately
● Slightly
● Not at all
To what degree did the course impact your overall well-being?
● Significantly
● Very much
● Moderately
● Slightly
● Not at all
What was your experience in the course and its impact on your well-being? ____
What from the course do you still apply to your life (if applicable)?____
Block 3: Demographic information (Optional)
Please enter your age: ______
How do you identify in your race or ethnicity? Check all that apply.
● Native American, American Indian, or Alaska Native
● Hispanic or Latinx

160
● Black or African American
● Asian or Asian American
● Native Hawaiian or Pacific Islander
● Middle Eastern or North African
● Biracial or multiracial
● White/Caucasian
● Other, please state________
● Prefer not to answer
Do you identify as first generation or from another country?
● I immigrated to the U.S. from another country. Please state country below.
● A parent immigrated from another country. Please state country below.
● I am an international student. Please state country below.
● No
What gender do you identify as?
● Male
● Female
● Non-binary/third gender
● Transgender
● Prefer not to answer
● Other________
Are/were you a transfer student?
● Yes
● No

161
Appendix B: Course Evaluation Questions
Course evaluation data were collected from 522 submitted evaluations, an 87% response
rate. Two sets of prompts were examined for a quantitative and qualitative lens. The first set
asked students to rate course impact as a numeric score. The second was an open-ended response
that asked students to describe the most valuable and least valuable aspects of the course.
Prompts are included below.
Course Evaluation Prompts on Impact and Value
Response Options: strongly disagree (1), disagree (2), agree (3), strongly agree (4), NA/not
applicable
1. I learned perspectives, principles, or practices from this course that I expect to apply to
new situations.
2. The course challenged me to think critically and communicate clearly about the subject
area.
3. This course provided me with information that may be directly applicable to my career or
academic goals.
The open-ended response included the prompts:
• “Please describe the MOST valuable aspect(s) of this course.”
• “Please describe the LEAST valuable aspect(s) of this course.”

162
Appendix C: Student Panel Questions
Qualitative data were collected from a document review of two student panel transcripts.
The student panels took place in 2020 and 2021 as part of the university’s Diversity, Equity,
Inclusion Week and were each comprised of six current or former mindfulness students.
Questions students were asked in each of the panels are included below.
Student Panel 1 Questions
1. Can you describe the way you approached mental health before and after taking the
course?
2. What would you say is the most significant way mindfulness has impacted you?
3. To what extent did having the course in your schedule alongside academic classes make a
difference?
4. In our university context, to what extent has mindfulness impacted your academic
learning?
5. What advice would you have to faculty in incorporating mindfulness into classes, and
also to students who may be interested in learning more about mindfulness?
6. In our diversity, equity, and inclusion week, can you speak to your experiences in how
mindfulness has impacted you in any of these areas?
Student Panel 2 Questions
1. Can you describe the way that you approached mental health before and after taking the
course?
2. What would you say is the most significant way that mindfulness has impacted you?
3. What does it mean for you to meditate and to be in college as someone who identifies as
________ fill in the blank?

163
4. To what extent did having the course in your schedule alongside academic classes make a
difference?
5. To what extent have mindfulness, mental health, and or social justice issues impacted
your academic learning?
6. What does mental health or social justice mean to you? And to what extent do you feel
mindfulness has impacted your capacity for, or views of, it?

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Asset Metadata

Creator Yaron Weston, Linda (author)

Core Title Teaching well-being alongside academic studies in an undergraduate for-credit mindfulness course

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 08/14/2024

Defense Date 06/10/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Higher education,mindfulness,OAI-PMH Harvest,self-efficacy,social cognitive theory,well-being

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth Anthony (committee chair), Bihr, Katherine (committee member), Canny, Eric (committee member)

Creator Email lyaron@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113998UKM

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