"Your Brain Becomes a Rainbow": Perceptions and Traits of 4th-Graders in a School-Based Mindfulness Intervention

Autor/inn/en	Keller, Julia; Ruthruff, Eric; Keller, Patrick; Hoy, Robert; Gaspelin, Nicholas; Bertolini, Katherine
Titel	"Your Brain Becomes a Rainbow": Perceptions and Traits of 4th-Graders in a School-Based Mindfulness Intervention
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 4, S.508-529 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1343212
Schlagwörter	Grade 4; Elementary School Students; Metacognition; Intervention; Attention; Student Attitudes; Mixed Methods Research; Randomized Controlled Trials; Public Schools; Minority Group Students; Low Income Students; Personality Traits; Longitudinal Studies; Resistance (Psychology) + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeit; Schülerverhalten; Public school; Öffentliche Schule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Resistenz
Abstract	Although mindfulness, or the self-regulation of attention, has been found beneficial in reducing teacher stress and burnout and in increasing students' cognitive and emotional regulatory skills, no study has explored students' attitudes toward meditation practices in depth. This mixed-methods study reports results from a randomized, controlled trial of a 10-week mindfulness intervention in a public school setting with 28 4th-grade students from lower income and ethnic minority backgrounds. Over the course of the intervention, students were asked to respond to writing and drawing prompts about their feelings and attitudes toward mindfulness. At the end of the intervention, the experimental teacher rated students on how often they had practiced mindfulness breathing during class. Qualitative analysis of journal entries yielded personality traits of students who were receptive or resistant to mindfulness training. Practical strategies for identifying and remediating resistant students and for implementing mindfulness interventions in a school setting are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01