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ETD Abstract Container

Abstract Header

Mindful Experiential Learning

Yeganeh, Bauback
http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095

Abstract Details

2007, Doctor of Philosophy, Case Western Reserve University, Organizational Behavior.
Although there is substantial research on mindfulness and experiential learning there has been no effort to study how the two constructs relate to one another. This study explores the relationship between mindfulness and experiential learning to develop a construct called mindful experiential learning. It details two types of mindfulness research streams and administers the Mindfulness Attention Awareness Scale (MAAS) and the Langer Mindfulness Scale (LMS) to measure the two approaches respectively as they relate to experiential learning measured by the Kolb Learning Style Inventory (LSI) and adaptability of learning style as measured by Adaptive Styles Inventory (ASI). An integration of the two mindfulness streams was hypothesized to load into three factors and resulted in four factors of novelty seeking, novelty producing, engaging, and attention/awareness. An integrated definition of mindfulness is proposed and a scale is suggested. As it relates to experiential learning, the thesis aimed to clarify whether or not mindful experiential learning is a metacognitive or sensory/contextual process. Data revealed positive correlations between mindfulness as measured by the LMS and concrete experience on the LSI and negative correlations between the LMS and reflective observation on the LSI. There were no significant relationships found between learning styles and mindfulness as measured by the MAAS, and no relationships found between the ASI and either mindfulness scale. The data suggests that a mindful experiential learning is a sensory/contextual process. Mindful experiential learning involves the concrete experience of knowledge acquisition in order to seek and produce novelty that allows one to learn in a way that best fits the context of the learning environment. From this starting point, the learner may navigate a range of experiential learning styles to improvise with the demands of the environment. Mindful experiential learning is proposed as an engaged process of seeking and producing novel learning opportunities while being attentive and aware of momentary concrete experience.
David Kolb (Advisor)
109 p.
Mindfulness; Experiential Learning; Organizational Learning; Learning; Education; Cognitive Psychology; Psychology; Cognitive; Sociocognitive; Sociocognitive Psychology; Social Psychology; Organizational Behavior; Meditation; MAAS; LMS; LSI

Recommended Citations

Citations

  • Yeganeh, B. (2007). Mindful Experiential Learning [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095

    APA Style (7th edition)

  • Yeganeh, Bauback. Mindful Experiential Learning. 2007. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.

    MLA Style (8th edition)

  • Yeganeh, Bauback. "Mindful Experiential Learning." Doctoral dissertation, Case Western Reserve University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095

    Chicago Manual of Style (17th edition)

case1163023095
7,842
© 2006, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.