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dc.contributor.authorKimble, Edward-
dc.contributor.authorLi, Chieh-
dc.contributor.authorKruger, Louis J.-
dc.contributor.authorCai, Qinghong-
dc.contributor.authorBivens, Alexander-
dc.identifier.citationKimble, E., Li, C., Kruger, L. J., Cai, Q., & Bivens, A. (2021). Acceptability of bilingual guided meditation with second language learners in a culturally diverse and economically disadvantaged school setting. International Journal of Emotional Education, 13(2), 4-42.en_GB
dc.description.abstractHigh school students experience considerable stress and anxiety. Meditative practices have been found to reduce stress and anxiety, but research has neglected the acceptability of these practices for adolescents. Bilingual guided meditation (BGM) has been shown to be both acceptable and effective in reducing stress and anxiety for second language (L2) learners in college, but its acceptability for culturally diverse high school students is unknown. The current study investigated acceptability of BGM and its components (music, positive suggestion) with L2 learners in a diverse and low-income high-school setting. Qualitative feedback and content analysis were used to investigate the acceptability of the intervention among 99 student and 5 teacher participants. Results indicate that both music and guided meditation were acceptable to the majority of the students and all of their teachers. Students particularly valued the perceived calming effects of the meditation music. Implications for future research and practice are discussed.en_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.subjectAnxiety in adolescence -- Treatmenten_GB
dc.subjectMeditation -- Therapeutic useen_GB
dc.subjectStress in youthen_GB
dc.subjectSecond language acquisitionen_GB
dc.subjectChildren with social disabilities -- Educationen_GB
dc.titleAcceptability of bilingual guided meditation with second language learners in a culturally diverse and economically disadvantaged school settingen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 13 Issue 2
IJEE, Volume 13 Issue 2

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