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Can an organic partnership of qualitative and quantitative data confirm the value of mindfulness practice as an assignment in undergraduate education? Working from qualitativeevidence suggesting the existence of potentially measurable mindfulness effects expressed in
ruler measures, a previous study calibrated a mathematically invariant scale of mindfulness
practice effects with substantively and statistically significant differences in the measures
before and after the assignment. Current efforts replicated these results. The quantitative
model is described in measurement terms defined at an introductory level. Detailed figures
and appendices are provided, and a program of future research is proposed.