A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention

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dc.contributor.advisorPaulson, Eric J.
dc.contributor.authorVargas, Erika Koren Nielson
dc.contributor.committeeMemberHolschuh, Jodi P.
dc.contributor.committeeMemberAcee, Taylor W.
dc.contributor.committeeMemberFulton, Cheryl
dc.contributor.committeeMemberSummers, Emily
dc.date.accessioned2018-01-05T18:46:55Z
dc.date.available2018-01-05T18:46:55Z
dc.date.issued2017-12
dc.description.abstractSuccess in developmental education contexts requires support not just in cognitive skills, but also in affective areas. One approach showing promise in supporting students in affective areas is mindfulness training. Mindfulness-based interventions (MBIs) can support affective needs and provide coping strategies in general as well as in some educational settings. While the evidence for mindfulness-based interventions providing coping strategies is, as yet, focused mostly on areas outside of developmental education, it may be that mindfulness training can also benefit students placed and enrolled in developmental literacy coursework in college. The purpose of my study was to understand how students enrolled in a developmental literacy course experienced participation in an MBI in terms of mindfulness, self-compassion, affect, and effort. I explored the perceptions of students in a developmental literacy course as they participated in a six-week mindfulness-based stress reduction program. Through the analysis of weekly individual interviews with each participant, researcher observations, weekly journals, and initial- and post-questionnaires of mindfulness, self-compassion, affect, and effort, I discovered the following themes through my analysis of the study: (a) common humanity; (b) coping skills enhancement; (c) heightened interest; (d) reflection for growth; (e) time management; (f) adaptation and contextualization; and (g) change or evolution of understanding. I concluded students in developmental education and those who serve them could benefit from students in developmental education engaging in mindfulness-based interventions.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent222 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationVargas, E. K. N. (2017). <i>A case study of students in a developmental literacy course when participating in a mindfulness-based intervention</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/6914
dc.language.isoen
dc.subjectDevelopmental education
dc.subjectDevelopmental literacy
dc.subjectMindfulness
dc.subjectMBI
dc.subjectMindfulness-based intervention
dc.subjectSelf-compassion
dc.subjectAffect
dc.subjectNon-cognitive
dc.subjectEffort
dc.subjectCase study
dc.subject.lcshMindfulness-based cognitive therapyen_US
dc.subject.lcshDevelopmental readingen_US
dc.subject.lcshReading (Higher education)en_US
dc.titleA Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineDevelopmental Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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