This grounded theory study aims at explaining how college freshmen develop and stay engaged with a regular mindfulness practice, and the benefits they experience. The authors investigated an intentional effort to integrate mindfulness practices in the curriculum of a First-Year Seminar and English Composition course. The results presented here support existing findings concerning the integration of mindfulness practice in higher education settings. This study also advances unique findings relative to utilizing classroom settings to introduce first-year students to the practice, as a long as the course follows a regular structure (i.e., attendance, homework assignments). The substantive theory presented describes how students developed a practice routine and made the practice relevant for their academic and personal lives. Recommendations for practice and future research are included.
mindfulness, first-year college students, self-awareness, self-criticism, compassion
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Zell, M. C., Pedigo, T., & Cooney, M. (2021). “Come and See for Yourself”: Exploration of Mindfulness Practice by First-Year College Students. The Qualitative Report, 26(1), 274-295. https://doi.org/10.46743/2160-3715/2021.4430