Abstract
Purpose: The objective of this paper is to investigate the effect of mindfulness meditation sessions on students of higher education in terms of their mindfulness, mindful consumption behavior, and life satisfaction. Methodology: Participants of research were higher education students. The research included two studies. The first (screener) study endorsed that mindfulness was higher in students with higher mindfulness meditation frequency. The second study used difference-in-differences experimental design using a treatment and a control group. These groups participated in pre and post-treatment surveys. The treatment was given as guided short mindfulness meditation sessions as suggested by mindfulness guru– Dr Jon Kabat-Zinn. The treatment group received these sessions at the end of regular subject classes for two months. Findings: The experiment revealed that mindfulness, mindful consumption, life satisfaction change significantly in the treatment group after treatment as compared to the control group. Research limitations: Limitations of the study included sample size and attrition. 149 students participated in the screener study. 94 students were given pre-treatment survey as per research design and 80 participated in post-treatment survey. Practical implications: This experiment demonstrated that important traits and behavior like life satisfaction and mindful consumption behavior of higher education students can be improved significantly. Effectiveness of guided short mindfulness sessions, conducted in the classroom environment, was also confirmed. Inclusion of mindfulness in regular curriculum by policymakers would benefit students, faculty members and overall quality of learning environment. Originality/value: Though previous researches have separately investigated relationships of mindfulness with life satisfaction, there is a lack of research to show association of mindfulness, mindful consumption, and life satisfaction.
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