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Article Dans Une Revue British Journal of Educational Psychology Année : 2024

Differential effects of digital mindfulness‐based interventions on creative potential and responsibility among middle school students

Résumé

Background Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. Aims To address this gap by investigating the impact of digital in‐class meditation programmes in middle school, focusing on intentions (self‐centred vs. responsibility‐centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose‐based meditations. Methods We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre‐ and post‐intervention assessments were conducted over an 11‐week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. Results Our findings revealed no discernible effects on divergent thinking or self‐reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility‐centred meditation group and a self‐centred meditation group. Moreover, distinctions were noted between control and self‐centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. Conclusion Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle‐school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.
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Dates et versions

hal-04597543 , version 1 (03-06-2024)

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Rebecchi Kevin, Lubart Todd, Shankland Rebecca, Hagège Hélène. Differential effects of digital mindfulness‐based interventions on creative potential and responsibility among middle school students. British Journal of Educational Psychology, 2024, ⟨10.1111/bjep.12694⟩. ⟨hal-04597543⟩
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