Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

Autor/inn/en	Flook, Lisa; Smalley, Susan L.; Kitil, M. Jennifer; Galla, Brian M.; Kaiser-Greenland, Susan; Locke, Jill; Ishijima, Eric; Kasari, Connie
Titel	Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
Quelle	In: Journal of Applied School Psychology, 26 (2010) 1, S.70-95 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Elementary School Students; Behavior Problems; Questionnaires; Metacognition; Multivariate Analysis; Control Groups; Teacher Attitudes; Parent Attitudes; Cognitive Processes; Self Control + Suchen Sie Ihr Suchwort? Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse; Lehrerverhalten; Elternverhalten; Cognitive process; Kognitiver Prozess; Selbstbeherrschung
Abstract	A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7-9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive function (EF) indicated an interaction effect between baseline EF score and group status on posttest EF. That is, children in the MAPs group who were less well regulated showed greater improvement in EF compared with controls. Specifically, those children starting out with poor EF who went through the MAPs training showed gains in behavioral regulation, metacognition, and overall global executive control. These results indicate a stronger effect of MAPs on children with executive function difficulties. The finding that both teachers and parents reported changes suggests that improvements in children's behavioral regulation generalized across settings. Future work is warranted using neurocognitive tasks of executive functions, behavioral observation, and multiple classroom samples to replicate and extend these preliminary findings. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10