University of Virginia, Charlottesville, Virginia, USA.
Pennsylvania State University, University Park, Pennsylvania, USA.
J Am Coll Health. 2023 May-Jun;71(4):1111-1124. doi: 10.1080/07448481.2021.1920956. Epub 2021 Jul 9.
This study explores whether variability in the implementation of an undergraduate course on human flourishing is differentially associated with student outcomes.
101 students in the "Art and Science of Human Flourishing" course across three large, public, R1 universities in Fall 2018 participated in the study.
Formative course data included researcher observations of weekly class pedagogy, students' weekly meditation practice logs and end-of-course assessments, and pre/post surveys measuring changes in participating students' outcomes related to flourishing (e.g., attentional skills, social-emotional skills, perspectives on flourishing, mental and physical health).
Although course pedagogy and student engagement varied across the three universities, students' outcomes were nonetheless similar.
Variability in course implementation did not appear to differentially affect students' outcomes. We tentatively conclude that other institutions interested in offering the flourishing course may make limited adaptations to fit their pedagogical preferences without concern for altering its impact on students.
本研究旨在探讨本科生幸福课程实施的变异性是否与学生的学习成果存在差异关联。
2018 年秋季，三所大型公立研究型大学的“人类繁荣的艺术与科学”课程的 101 名学生参与了本研究。
形成性课程数据包括研究者对每周课堂教学法的观察、学生每周的冥想练习日志和课程结束评估，以及参与学生的幸福感相关成果的前后测调查（例如，注意力技能、社会情感技能、对幸福感的看法、心理健康和身体健康）。
尽管三所大学的课程教学法和学生参与度存在差异，但学生的学习成果却相似。
课程实施的变异性似乎并未对学生的学习成果产生差异影响。我们初步得出结论，其他有兴趣开设繁荣课程的机构可能会进行有限的调整，以适应他们的教学偏好，而不必担心改变其对学生的影响。
