Qi Wang
PhD Candidate, University of York, Department of Education, Psychology in Education Research Centre
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Qi Wang is a Doctoral Candidate in Psychology in Education Research Centre supervised by Prof. Dusana Dorjee at the University of York. She graduated from Dartmouth College and worked for Dartmouth Hitchcock Medical Center and Senses Global Labs & Ventures, where she gained experience and skills in healthcare and cognitive fields. Qi also serves in the Standard Association at IEEE, where she gained experience in physiological technology. Her research focuses on RCT and digital biomarkers to assess/predict mind-wandering and wellbeing.
Impact of Loving-Kindness Induction on Self-Other Related Mind-Wandering and Wellbeing: an RCT Study
Presentation title: Impact of Brief Loving Kindness and Mindfulness Meditation Inductions on Self-Other Related Mind Wandering Thoughts and Wellbeing: A Randomized Control Trial
Mind-wandering, described as task-irrelevant thoughts, is often self-focused and associated with negative affect (Andrews-Hanna et al., 2013; Wang et al., 2018). This presentation will report preliminary findings from a study which investigated whether the self-focused aspect of mind-wandering can be reduced by Loving-Kindness Meditation (LKM) that invites other-related positive thoughts in contrast to mindfulness meditation that is more self-focused. Both types of meditation were expected to reduce negative affect in comparison to a control attention induction condition and changes in state wellbeing were also investigated. The study builds on a recently developed wellbeing theory, that expands the scope of wellbeing from self-focus to caring and compassionate other-focus (Dorjee, 2021), and on a recently proposed notion of humanity-oriented trait, a positive personality trait of loving-kindness, compassion, and intention to give and receive love (Wang & Dorjee, 2021). Implications of this work for cultivating wellbeing in education and workplace will be discussed.
Qi Wang
PhD Candidate, University of York, Department of Education, Psychology in Education Research Centre
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