Greater Mindfulness Is Associated with Better Academic Achievement in Middle School

Autor/inn/en	Caballero, Camila; Scherer, Ethan; West, Martin R.; Mrazek, Michael D.; Gabrieli, Christopher F. O.; Gabrieli, John D. E.
Titel	Greater Mindfulness Is Associated with Better Academic Achievement in Middle School
Quelle	In: Mind, Brain, and Education, 13 (2019) 3, S.157-166 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caballero, Camila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12200
Schlagwörter	Metacognition; Academic Achievement; Middle School Students; Measures (Individuals); Urban Youth; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messdaten; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Despite increasing interest in improving academic outcomes for students by enhancing mindfulness, there is a paucity of evidence that greater mindfulness is associated with success in school. We measured mindfulness with the short-form Mindful Attention Awareness Scale (MAAS) in over 2,000 urban students in Grades 5-8. The MAAS had good internal consistency and scale homogeneity. Greater mindfulness correlated significantly with better academic achievement as measured by grade point average and standardized tests of mathematics and literacy, greater improvement in academic performance from the prior school year, better attendance, and fewer suspensions. The relation between mindfulness and academic achievement was similar across demographic characteristics. These findings support the reliability of the MAAS as a measure of mindfulness among youth and provide initial evidence of an association between mindfulness and academic achievement. This association strengthens the rationale to explore whether mindfulness-based interventions can enhance academic outcomes by leveraging the malleability of mindfulness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01