Master of Science (MS)
Educational Psychology & Higher Education
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
Current evidence supporting the efficacy of mindfulness training in the K-12 setting is quite limited. In addition there is a lack of theory that is committed explicitly to explaining how a direct mindfulness-achievement effect might appear. This study builds a promising foundation for helping address this gap in the existing literature. Framed within the context of a limited source model of self-regulation, academic achievement and perceptions of third, fourth, and, fifth graders participating in a 3-week mindfulness training program were examined across variables of executive control, and emotional regulation. Mindfulness training produced observed emotional and cognitive benefits, including increased executive control and decreased negative affect, which translated to improved academic performance at the third grade elementary level. The study occurred in an active school environment and results were analyzed through a series of mixed model analyses of variance. In addition, implications for future research are discussed.
Attention; Ego-depletion; Executive control; Mindfulness; Self-regulation; Test anxiety
University of Nevada, Las Vegas
Wells, Sarah M., "Exploring the Utility of Mindfulness in the Elementary School Classroom" (2019). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3696.
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