Swipe om te navigeren naar een ander artikel
This paper discusses results from the first empirical study testing the feasibility and effectiveness of an audio-guided mindful awareness training program on quarterly grade performance in traditional US public elementary schools. Structured as a quasi-experiment, the study demonstrates that a 10-min-per-day, fully automated program significantly enhances students’ quarterly grades in reading and science, compared to a control group, without disrupting teaching operations (N = 191). The intervention utilized a series of guided mindful-based awareness and attention focusing practices as the method for students to engage with social and emotional learning (SEL) concepts, and can thus be called a “mindful-based social emotional learning” (MBSEL) program. The program is innovative because it requires neither expert trainers skilled in mindful awareness nor changes to existing curriculum; thus, it can be considered both teacher-independent and curriculum supportive. The goal of this exploratory study was to facilitate a consistent daily mindful awareness practice that generates improvements in student outcomes for resource- and time-constrained K–12 classrooms in the USA and elsewhere. The authors discuss limitations of this study and suggestions for further research on how to use mindful awareness programs to enhance academic performance both effectively and pragmatically.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(34), 34–45.
Benson, H., Wilcher, M., Greenberg, B., Huggins, E., Ennis, M., Zuttermeister, P. C., & Friedman, R. (2000). Academic performance among middle-school students after exposure to a relaxation response curriculum. Journal Of Research And Development in Education, 33(3), 156–165.
Biegel, G., Brown, K., Shapiro, S., & Schubert, C. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 77(5), 855–866.
Broderick, P., & Metz, S. (2009). Learning to breathe: a pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46. CrossRef
Burke, C. (2010). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. CrossRef
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
Collaborative for Academic, Social and Emotional Learning. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning programs-Illinois edition. Chicago: Author.
Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., & Vago, D. (2012). Contemplative practices and mental training: prospects for American education. Child Development Perspectives, 6, 146–153. CrossRef
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333, 959–964.
Duncan, A. (2013). Duncan pushes back on attack of Common Core standards. http://www.ed.gov/news/speeches/duncan-pushes-back-attacks-common-core-standards. Accessed 9 Jul 2013.
Fiester, L. (2010). Early warning! Why reading by the end of third grade matters. A Kids Count special report from the Annie E. Casey Foundation. http://www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/123/2010KCSpecReport/AEC_report_color_highres.pdf. Accessed 1 May 2012.
Fleischman, H. L., Hopstock, P. J., Pelczar, M. P., & Shelley, B. E. (2010). Highlights from PISA 2009: Performance of U.S. 15-year-old students in reading, mathematics, and science literacy in an international context (NCES 2011-004). Washington, DC: U.S. Department of Education, National Center for Education Statistics. U.S. Government Printing Office.
Flook, L., Smalley, S., Kitil, M., Galla, B., Kaiser-Greenland, S., Locke, J., & Kasari, C. (2010). The effects of Mindful Awareness practices on executive function in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. CrossRef
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6(2), 161–166. CrossRef
Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264–274. CrossRef
Ie, A, Ignoumen, C. T., Langer, E. J. (2014). The Wiley Blackwell Handbook of Mindfulness, John Wiley & Sons.
Kabat-Zinn, J. (1994). Wherever you go there you are: mindfulness meditation in everyday life. New York: Hearst Publications.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
Kaiser-Greenland, S. (2010). Mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press.
McClelland, M., Morrison, F. J., & Holmes, D. (2000). Children at risk for early academic problems: the role of learning related social skills. Early Childhood Research Quarterly, 15(3), 307–329. CrossRef
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., & Biegel, G. (2012). Integrating mindfulness training into K–12 education: fostering resilience of teachers and students. Mindfulness, 3(4), 291–307. CrossRef
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99–125. CrossRef
National Center for Education Statistics (NCES) (2010). http://nces.ed.gov/programs/digest/d10/tables/dt10_097.asp?referrer=list. Accessed 5 Sept 2012.
Organization for Economic Cooperation and Development (2013). Education at a glance 2013: OECD indicators. http://dx.doi.org/ 10.1787/eag-2013-en. Accessed 12 Jul 2013.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2008). The positive impact of social and emotional learning for kindergarten to eighth grade students. Chicago, IL: Collaborative for Academic and Social Emotional Learning. http://casel.org/wp-content/uploads/PackardTR.pdf. Accessed 3 Mar 2013.
Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning related social skills: Intervention ideas for elementary school students. Preventing School Failure, 51(3), 36–43. CrossRef
Posner, M. I. (2003). American Psychological Association annual conference lecture. www.apa.org/monitor/oct03/young.apx. Accessed 17 Jul 2012.
Posner, M. I., & Rothbart, M. K. (2005). Influencing brain networks: implications for education. Trends in Cognitive Science, 9, 99–103. CrossRef
Raes, F., Griffith, J. W., Van der Gucht, K. J., & Williams, G. (2013). School-based prevention and reduction of depression in adolescents: a cluster-randomized controlled trial of a mindfulness group program. Mindfulness (Preprints), 1–10.
Saltzman, A., & Goldin, P. (2010). Mindfulness-based stress reduction for school age children. In A. Saltzman & P. Goldin (Eds.), Acceptance and mindfulness treatment for children and adolescents (pp. 139–156). Oakland: New Harbinger.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based educational program on pre- and early adolescents' well-being and social and emotional competence. Mindfulness, 1(3), 137–151. CrossRef
Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218–229. CrossRef
Siegel, D. J. (2007). The mindful brain in human development reflection and attunement in the cultivation of well-being. New York: W. W. Norton & Co.
van de Weijer-Bergsma, E., Langenberg, G., Brandsma, R., Oort, F., & Bögels, S. (2013). The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness (Preprints), 1–11.
Zinns, J., Weissberg, R., Wang, M., & Walberg, H. J. (2004). Building academic success on social and emotional learning, what does the research say? New York: Teachers College Press.
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness Interventions with Youth: A Meta-Analysis, Mindfulness (forthcoming).
- Maximizing Mindful Learning: Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades
Laura S. Bakosh
Renee M. Snow
Jutta M. Tobias
Janice L. Houlihan
- Springer US