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| Autor/in | Dunlap, Ricky D. |
|---|---|
| Titel | An Analysis of the Impact of the Inner Explorer Mindfulness Program on the Academic Growth of Elementary Students |
| Quelle | (2023), (108 Seiten)
PDF als Volltext D.Ed. Dissertation, The University of North Carolina at Charlotte |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-9457-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Metacognition; Academic Achievement; Elementary School Students; Program Effectiveness; Stress Variables; Students with Disabilities; Well Being |
| Abstract | Students experience many stressors that impact their academic achievement and overall well-being. Therefore, schools must explore methods to help students address stressors and to focus on academic learning. In the age of school accountability for academic growth and stagnant or shrinking budgets, schools must explore options that are fiscally possible and have a limited impact on school scheduling. Mindfulness is a practice that has been shown to help students focus in on the learning environment at school in cost effective and manageable ways. The purpose of this quantitative study was to analyze the impact of participation in Inner Explorer, an audio-guided, online, mindfulness-based intervention on the academic growth of students. Specifically, the researcher aimed to examine the impact of Inner Explorer on elementary school students in traditional classrooms and to also analyze the impact on students with disabilities. The 27-week study consisted of 378 students in second through fifth grades across two schools. A split-plot analysis of variance was used to gauge the impact of Inner Explorer on academic growth for all students and to focus on students with disabilities. Findings suggest that student participation in the Inner Explorer program did have an impact on academic growth. Particularly, students with disabilities who participated in the Inner Explorer program demonstrated more growth or the ability to maintain their performance compared to their counterparts who did not participate in the program. Previous research suggested a positive relationship between mindfulness and students' well-being and the results of this study demonstrated an impact on academic growth. Students who participated in the Inner Explorer treatment generally showed more growth and/or better performance than students who did not receive the treatment. Further analysis of the impact of mindfulness on academic performance would require a more in-depth research approach spanning a longer timespan than that used in this study. In addition, the concept would best be researched using a larger sample combined with a true experimental design to explore the impact on sub-groups of student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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