Subjective Study on the Meditation Coaching Experience of Adolescents: - Focusing on Female Middle School Students -

This study utilized Q methodology to categorize the subjective perceptions of female middle school students toward their experiences with meditation coaching and analyze the characteristics and significance of each type. The study involved 25 students from a girls’ middle school in S City and analyzed the data collected through Q-sorting using the Ken-Q Analysis Desktop Edition (Ken-Q) program with principal component analysis and Varimax rotation. The analysis revealed four main perception types. First, the “interest-oriented exploratory type” viewed meditation coaching as a novel learning method, emphasizing the motivation gained from group activities and peer interactions. Second, the “effect-oriented focused type” perceived meditation as a tool for enhancing inner stability and concentration, recognizing its effectiveness in academic performance and stress management. Third, the “communication-oriented interactive type” prioritized interactions with peers and group activities, showing a preference for dynamic activities. Finally, the “emotional regulation conflict type” recognized the importance of emotion awareness and regulation, placing greater value on internal experiences rather than external outcomes. The research results revealed that female middle school students who experienced meditation coaching perceived it through four distinct lenses: interest, effectiveness, communication, and emotions. Moreover, the study understood the necessity of designing tailored programs that address the characteristics and needs of each perception type.