Enhancing Cognitive and Social-Emotional Development through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial

Autor/inn/en	Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele
Titel	Enhancing Cognitive and Social-Emotional Development through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial
Quelle	In: Developmental Psychology, 51 (2015) 1, S.52-66 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038454
Schlagwörter	Cognitive Development; Social Development; Emotional Development; Elementary School Students; Grade 4; Grade 5; School Activities; Program Effectiveness; Executive Function; Anxiety; Well Being; Prosocial Behavior; Peer Acceptance; Mathematics Achievement; Empathy; Perspective Taking; Attention; Social Responsibility; Depression (Psychology); Aggression; Self Concept; Foreign Countries; Canada; Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Angst; Well-being; Wellness; Wohlbefinden; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Empathie; Zukunftsperspektive; Aufmerksamkeit; Soziale Verantwortung; Selbstkonzept; Ausland; Kanada
Abstract	The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature--identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01