1. Meditation and Education:
A Study of College Students and Meditation
Carlo B. Ponsica, Public Health Education Major, Department of Public Health, William Paterson University, Wayne, New Jersey
Abstract
Background: College students experience high amounts of stress due to rigorous academic studies, cost of tuition, and repayment of
loans. High stress levels within an individual is a serious issue and it can lead to mental health problems, which is the second leading
cause of suicide among college students 2. With the utilization of meditation, students can reverse the effects of acute stress and
adverse health conditions experienced while in college 1, 3. While many studies have documented the beneficial results of meditation,
there is no information on how many students in a University practice it/why such a small proportion of students practice meditation.
Therefore, the purpose of this study is to determine the reasons why college students do or do not practice meditation regularly to
combat stress and improve academic performance.
Conclusion: William Paterson college students currently experience high amounts of academic stress and that this stress can be
overwhelming. Although they are aware of the many benefits of meditation in helping cope with stress and agree that meditation is
beneficial, cost effective, and that they possess enough time in their day to maybe meditate, the majority of the students choose not to
do it. Most students would recommend meditation to other students knowing the positive benefits of it but are not doing it
themselves because they do not see it as a societal norm. College students do however perform other activities to minimize their
stress levels such as exercise, going for a walk, listening to music, and reading a book but still struggle and experience high levels of
stress.
Recommendations: Based on these findings, further research should investigate the current meditation trends among college students
throughout the United States utilizing a larger sample size. Meditation programs should be introduced to college students in hopes to
make this healthy and beneficial habit a community norm throughout campuses.
Research Questions
Procedures:
 24 William Paterson University Students
enrolled in Cross Cultural Psychology were
surveyed.
 Each subject was given a link to the
questionnaire via SurveyMonkey where
they conducted it electronically. The
survey was voluntary and anonymous.
Discussion
Research Question 1: Are college students aware of the benefits of meditation
towards stress?
• 18 students knew that research claims that meditation has benefits towards coping
with stress, while 6 did not.
• The majority of the students (84.4%) reported “strongly agree” and “agree” to
meditation helping cope with stress. The remaining (16.7%) declared being neutral.
Research Question 2: Are college students aware of the benefits of meditation
towards academic performance?
• The majority of the students (91.7%) reported “strongly agree” and “agree” that they
experience academic stressors while attending school and that these stressors can
be overwhelming.
 75% of students reported “strongly agree” and “Agree” that meditation can benefit
one’s academic performance by reducing stress
Research Question 3: Are college students reluctant in meditating because of
societal norms?
 While 71% of students reported having zero college friends who meditate, 22
students out of 24 would recommend meditation to other college students.
• However, 54% of college students “disagreed” and “strongly disagreed” that
mediation is not a societal norm in America.
Research Question 4: Are college students aware of the benefits of meditation
but choose not to do it?
 A majority of college students (88%) both “disagreed” and “strongly disagreed” that
meditation has no benefits and that meditation is a waste of time.
 While 87.5% “strongly agreed” and “agreed” that mediation is free, 75% “agreed”
that they had plenty of time to possibly meditate and only 37% actually meditate.
References
1. Chu, L. (2009). The benefits of meditation vis-à-vis emotional intelligence, perceived stress and negative mental health. Stress and Health, 26(2), 169-180.
2. Eiser, A. (2011, September 1). The Crises on Campus. Retrieved October 31, 2015.
3. Mohan, A., Sharma, R., & Bijlani, R. (2011). Effect of Meditation on Stress-Induced Changes in Cognitive Functions. The Journal of Alternatie and Complementary Medicine, 17(3), 207-212.
4. Segal, J., Smith, M., Segal, R., & Robinson, L. (2015). Stress Symptoms, Signs, and Causes. Retrieved December 5, 2015, from http://www.helpguide.org/articles/stress/stress-symptoms-causes-and-effects.htm
Measure:
21 questions focused on student’s stress, knowledge
on meditation, and if they practice meditation.
 4 demographic questions
 age, gender, student status, and living
arrangements
 11 attitude questions
 Likert scales
 5 Behavior questions
 3 “Yes” or “No” question on meditation
 2 open ended questions
 1 Knowledge question
 “Yes” or “No” question on meditation
Methods
Results
1. Are college students aware of the benefits of
meditation towards stress?
2. Are college students aware of the benefits
of meditation towards academic
performance?
3. Are college students reluctant in
meditating because of societal norms?
4. Are college students aware of the benefits
of meditation but choose not to do it?
This research project was conducted in partial fulfillment of PBHL 3040, Research Methods in Health under the supervision of Dr. Corey H. Basch
14
8
1 10
2
4
6
8
10
12
14
16
18-24 25-31 32-40 41-older No
answer
NumberofStudents
Age Category
No answer
41-older
32-40
25-31
18-24
Age (n=24)
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
41.70%
45.80%
12.50%
0% 0%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
16.70%
66.70%
16.70%
0% 0%
Proportion of students who reported their level of
agreement or disagreement on the demands of being a
student cause high amounts of stress. (n=24)
Proportion of students who reported their level of
agreement or disagreement on meditation can help cope
with stress. (n=24)
18
6
Yes
No
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
37.50%
54.20%
8.30%
0% 0%
Proportion of students who reported their level
of agreement or disagreement on academic
stress being overwhelming. (n=24)
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
12.50%
62.50%
20.80%
0%
4%
Proportion of students who reported their level of
agreement or disagreement on meditation benefiting
one’s academics by reducing stress. (n=24)
22
2
Yes No
Number of students who reported that
they would or would not suggest
meditation to other students. (n=24)
29%
71%
Yes
No
Number of students who reported
having and not having friends who
meditate. (n=24)
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
0.00%
25.00%
20.80%
33%
21%
37%
63%
Yes
No
Proportion of students who
reported practicing and not
practicing meditation. (n=24)
Proportion of students who reported their level of agreement or
disagreement on meditation being a societal norm in America.
(n=24)
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
0.00% 0.00%
12.50%
50%
38%
Proportion of students who reported their level of
agreement or disagreement on meditation having no
benefits. (n=24)
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
0.00% 0.00%
16.70%
46%
38%
Proportion of students who reported their level of
agreement or disagreement on meditation being a waste
of time. (n=24)
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
29.20%
58.30%
8.30%
0%
4%
Proportion of students who reported their
level of agreement or disagreement on
meditation being free. (n=24)
Number of students who reported having and not
having knowledge of research that states meditation
helps cope with stress. (n=24)