Meditation and Academic Performance

Abstract

20 students in an introductory psychology class were randomly assigned to either an experimental-treatment group or attention-control group. Baseline measures of examination grades and study time were taken for both groups. The experimental group was then taught and asked to practice Actualism meditation techniques before studying and before examinations. The control group was taught the techniques but asked to practice at other times. Data analysis yielded no significant differences between the groups in mean weekly study time in either the 3-wk. baseline or 9-wk. experimental period. The Actualism meditation group performed significantly better on examinations than the control group during the experimental period while there were no differences between the groups during the baseline period.