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University Students' Perceptions of a 30-Minute Break during Class: A Realistic Practice for Wellness?

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Title: University Students' Perceptions of a 30-Minute Break during Class: A Realistic Practice for Wellness?
Language: English
Authors: Shannon Kell
Source: Teaching & Learning Inquiry. 2024 12.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Time Management, Teacher Education Programs, Preservice Teachers, Fatigue (Biology), Cognitive Processes, Anxiety, Wellness, Student Teachers, Stress Management, Time Blocks, Student Attitudes, Foreign Countries, Universities, Classroom Techniques, Psychoeducational Methods, Bachelors Degrees, Education Majors
Geographic Terms: Canada
ISSN: 2167-4779
2167-4787
Abstract: This SoTL study aimed to discover how teacher education students engaged with a 30-minute unstructured break during a weekly three-hour lecture. Cognitive fatigue and resulting stress accumulation have negative effects on wellness. Education students can accumulate significant stress when studying and preparing. This, in turn, affects their career outlook and may affect teacher retention. Pausing a cognitively demanding task and taking a break can reverse the strain reaction and support sustainable, long-term wellness. However, taking an effective break is often difficult because it can be perceived as a waste of time and a loss of productivity. Research shows the opposite effect. If we educate higher education students about the benefits of taking effective breaks and then model this practice in class, can we promote an accessible and realistic stress management strategy? Can student teachers potentially take this strategy with them into their teaching careers and classrooms? Using pre- and post-surveys as well as "Weekly Break Logs" during class (N = 70), followed by a post-course focus group (n = 4), the study found that 100% of participants post-course valued the break. They spent it socializing or going for short walks and did not spend it on their devices. The majority felt refreshed and motivated to return to learning following the break. Focus group findings revealed the value of taking breaks, and participants were motivated to continue this practice in their professional lives.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429049
Database: ERIC
FullText Text:
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: This SoTL study aimed to discover how teacher education students engaged with a 30-minute unstructured break during a weekly three-hour lecture. Cognitive fatigue and resulting stress accumulation have negative effects on wellness. Education students can accumulate significant stress when studying and preparing. This, in turn, affects their career outlook and may affect teacher retention. Pausing a cognitively demanding task and taking a break can reverse the strain reaction and support sustainable, long-term wellness. However, taking an effective break is often difficult because it can be perceived as a waste of time and a loss of productivity. Research shows the opposite effect. If we educate higher education students about the benefits of taking effective breaks and then model this practice in class, can we promote an accessible and realistic stress management strategy? Can student teachers potentially take this strategy with them into their teaching careers and classrooms? Using pre- and post-surveys as well as "Weekly Break Logs" during class (N = 70), followed by a post-course focus group (n = 4), the study found that 100% of participants post-course valued the break. They spent it socializing or going for short walks and did not spend it on their devices. The majority felt refreshed and motivated to return to learning following the break. Focus group findings revealed the value of taking breaks, and participants were motivated to continue this practice in their professional lives.
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      – Text: English
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        PageCount: 30
    Subjects:
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Fatigue (Biology)
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Wellness
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Time Blocks
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Psychoeducational Methods
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      – SubjectFull: Bachelors Degrees
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      – SubjectFull: Education Majors
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      – SubjectFull: Canada
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      – TitleFull: University Students' Perceptions of a 30-Minute Break during Class: A Realistic Practice for Wellness?
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