Date of Award
Doctor of Philosophy (PhD)
Dr. Dawn Hunter
Dr. Randy Busse
Dr. Penny S. Bryan
China has advanced considerably in many fields, which has led to fierce competition among its people. College students are no exception as this competition has brought tremendous academic stress that affects academic performance. Western scholars and researchers found contemplative practice (CP) was helpful to reduce students’ educational stress and improve their study performance. However, no literature was found regarding the potential impact of CP on undergraduates in China, nor was any literature discovered concerning potential differences between genders or academic emphases on students’ conceptions of CP and collegiate stress. The purpose of this study was to fill the gap by (a) exploring possible relationships among Chinese undergraduates’ contemplativity, academic stress, and GPA, and (b) examining potential differences between genders and academic emphases on Chinese undergraduates’ contemplativity and academic stress. Data were collected on the Scale of Contemplative Practice in Higher Education (SCOPE) and Educational Stress Scale for Adolescents (ESSA). Correlations and mean differences among variables were analyzed using the Pearson product-moment correlation coefficient, an independent samples t test, and Cohen’s d effect size. The results showed participants with higher scores regarding contemplativity reported less academic stress. The outcomes of the correlational and mean difference analyses among other variables were not statistically significant. The results are discussed with regard to future research and implications for educational practice.
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Tao, R. (2021). An examination of Chinese undergraduates’ contemplativity and academic stress [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000301