Using Mindfulness to Self-Regulate in the Upper Elementary Classroom. Bartz, A. L. Master's thesis, St. Catherine University, St. Paul, Minnesota, 2017. ![Using Mindfulness to Self-Regulate in the Upper Elementary Classroom [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.
@mastersthesis{bartz_using_2017,
address = {St. Paul, Minnesota},
title = {Using {Mindfulness} to {Self}-{Regulate} in the {Upper} {Elementary} {Classroom}},
url = {https://sophia.stkate.edu/maed/245},
abstract = {The purpose of this research was to determine the effects on students’ ability to self regulate while learning about daily mindfulness lessons. The study took place over the course of six weeks in an upper elementary class of 20 students, including four fourth graders, nine fifth graders, and seven sixth graders. The study was conducted in a rural public Montessori school in the Midwest. Students participated in a six-week mindfulness unit from The Mind Up Curriculum (The Hawn Foundation, 2011). The researcher collected data through a pre-and postassessment, students’ self reflections and graphs, researcher’s observation, and researcher’s daily journal. The data suggested students, when given mindfulness lessons, could become more selfregulated. From pre and post assessment, there was a 170\% growth in the number of students who would like to use mindfulness techniques in their future. Although the numbers increased, further research could demonstrate effects of mindfulness lessons for on-task behavior and selfregulation over a longer period of time.},
language = {eng},
school = {St. Catherine University},
author = {Bartz, Ashleigh L.},
year = {2017}
}
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