Breathe In, Write Out: Examining the Impact of a Virtually Delivered Mindful Breathing Intervention on Elementary-Aged Students' Written Expression and Academic Engagement

Autor/in	Pereira, Brittany A.
Titel	Breathe In, Write Out: Examining the Impact of a Virtually Delivered Mindful Breathing Intervention on Elementary-Aged Students' Written Expression and Academic Engagement
Quelle	(2023), (134 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Massachusetts Boston
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-1222-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Metacognition; Intervention; Human Body; Written Language; Self Expression; Learner Engagement; Electronic Learning; Distance Education; Attention Control; After School Programs; Writing Improvement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Menschlicher Körper; Geschriebene Sprache; Ausdruck; Distance study; Distance learning; Fernunterricht; Aufmerksamkeitstest; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Written expression is a complex and critical skill that many students in the U.S. struggle to master (National Center for Education Statistics, 2012). Meanwhile, the COVID pandemic has expedited the need to find feasible interventions that support students writing in a virtual landscape (The National Association of School Psychologists, 2020). Brief, mindful breathing exercises may be one viable option for promoting the cognitive and behavioral mechanisms that are executed during the writing process (Minkos et al., 2018; Cornell et al., 2019). As such, the present study provided three elementary-aged students with the a virtual, after-school opportunity to practice mindful breathing and writing and examined the impact of this practice on students' written expression and academic engagement behaviors, specifically. Two of the three students demonstrated improvements in writing quantity and quality, as well as academic engagement behaviors, when engaging in the mindful breathing exercise. Implications for future research on the integration of mindfulness and academic practices are discussed. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01