Mindfulness and its Effects on Self-Regulation in a Lower Elementary Classroom. Yenter, J. Master's thesis, St. Catherine University, St. Paul, Minnesota, 2018.
Mindfulness and its Effects on Self-Regulation in a Lower Elementary Classroom [link]Paper  abstract   bibtex   
The purpose of this action research was to determine the effect of a variety of mindfulness activities and exercises on self-regulation. Twenty-eight students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using an on task behavior tally sheet, productivity scoring rubric, observational notes, behavior logs, self-assessments, student feedback, and an auditory following directions matrix. Results show a promising association between mindfulness and self-regulation. All students enjoyed partaking in mindfulness and reported positive associations with the intervention and showed increases in multiple measures. Improvements were observed in productivity, behavior, listening and following directions, and focus to include a decrease in the amount of disruptive behaviors. The data shows that mindfulness can be integrated into the classroom to assist students socially, emotionally and academically. Further research should be conducted to validate these results.
@mastersthesis{yenter_mindfulness_2018,
	address = {St. Paul, Minnesota},
	title = {Mindfulness and its {Effects} on {Self}-{Regulation} in a {Lower} {Elementary} {Classroom}},
	url = {https://sophia.stkate.edu/maed/248},
	abstract = {The purpose of this action research was to determine the effect of a variety of mindfulness activities and exercises on self-regulation. Twenty-eight students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using an on task behavior tally sheet, productivity scoring rubric, observational notes, behavior logs, self-assessments, student feedback, and an auditory following directions matrix. Results show a promising association between mindfulness and self-regulation. All students enjoyed partaking in mindfulness and reported positive associations with the intervention and showed increases in multiple measures. Improvements were observed in productivity, behavior, listening and following directions, and focus to include a decrease in the amount of disruptive behaviors. The data shows that mindfulness can be integrated into the classroom to assist students socially, emotionally and academically. Further research should be conducted to validate these results.},
	language = {eng},
	school = {St. Catherine University},
	author = {Yenter, Jennifer},
	year = {2018}
}
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