Qualitative Survey Analysis of Higher Education Students' Experience of Mindfulness - Thematic Analysis

Xintong Ma

doi:10.54097/v1jdsq34

Authors

Xintong Ma

DOI:

https://doi.org/10.54097/v1jdsq34

Keywords:

Mindfulness, Higher education students, Qualitative research, Thematic analysis.

Abstract

The main objective of this article was to explore in depth the subjective experiences of higher education students in their mindfulness meditation practice, with a particular focus on the mental and emotional changes they perceive through their mindfulness practice in their daily academic life, as well as the specific challenges they encountered in the process. The study adopted a qualitative research methodology through semi-structured interviews in order to collect detailed personal narratives from students about their mindfulness meditation practice for thematic analysis. The study was conducted with nine higher education students who were undergraduate and postgraduate students, as well as students in the gap year between their undergraduate and postgraduate degrees, and all participants had either short- or long-term experience of mindfulness meditation. Interviews centred on how students began their mindfulness practice, the impact of mindfulness on their daily lives, and the challenges they encountered in their mindfulness practice. The results of the study revealed that students experienced two main themes in mindfulness meditation: the benefits of mindfulness and the challenges of mindfulness practice. The study showed that mindfulness meditation has significant positive effects among higher education students, such as reducing stress and anxiety, enhancing present moment awareness, and promoting self-reflection and emotional regulation. However, despite the multiple benefits of mindfulness, students still face many challenges in their practice, such as difficulties in sustaining a long-term practice, interference from environmental factors, and negative emotions arising from meditation. These challenges suggest that effective integration of mindfulness practices in higher education settings still needs to be further explored. The study suggests that future mindfulness intervention programmes should be more personalised, taking into account the actual experiences and feelings of students in mindfulness practice, and designing mindfulness programmes that can meet the needs of different students. In addition, future research should further explore gender and ethnicity differences in mindfulness experiences to improve the applicability and effectiveness of mindfulness interventions for different student populations.

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