School of Education
Doctor of Education in Educational Leadership (EdD)
Mindfulness Meditation, Smartphone, Educators, Self-regulation Theory
Education | Social and Behavioral Sciences
Boyle, Jason, "Mindfulness Meditation and Self-Regulation on Smartphone Application by Educators: A Qualitative Case Study" (2019). Doctoral Dissertations and Projects. 1972.
The purpose of the instrumental case study was to explore how educators use a mindfulness meditation application called Calm on their smartphones. The self-regulation theory, as viewed from the perspective of Roy Baumeister, guides this study in exploring educators’ self-regulation using a smartphone application. The study answers the central question and four research questions: CQ) How do educators use a mindfulness meditation application called Calm on their smartphone? RQ1) How do individuals seeking to modify their behavior use the mindfulness meditation smartphone application? RQ2) How does an individual’s motivation to attain a goal shape one’s use of the mindful meditation smartphone application? RQ3) How does mindful meditation guide individuals in monitoring thoughts and actions that precede the dismantling of one’s goal? RQ4) How does mindfulness meditation cultivate willpower while building one’s inner capacity to control mind wandering? The study will also show how educators choose to use their smartphone when it is equipped with a mindfulness meditation application. Studies have shown that educators are more stressed today than they have been in the past and have less free time because of additional educational duties. Mindfulness mediation is proven to reduce stress and create awareness. Ten educators in the Washington, D.C. area participated in the study. Data was collected and analyzed through weekly journal submissions, a focus group, and interviews. The four themes of the study were time management, life commitments, overcome distractions, and the benefits from meditation application.