PROTOCOL: Mindfulness-Based Interventions for Improving Academic Achievement, Behavior and Socio-Emotional Functioning of Primary and Secondary Students--A Systematic Review

Autor/inn/en	Maynard, Brandy R.; Solis, Michael R.; Miller, Veronica L.
Titel	PROTOCOL: Mindfulness-Based Interventions for Improving Academic Achievement, Behavior and Socio-Emotional Functioning of Primary and Secondary Students--A Systematic Review
Quelle	In: Campbell Systematic Reviews, 11 (2015) 1, (47 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/CL2.143
Schlagwörter	Metacognition; Intervention; Academic Achievement; Student Behavior; Social Emotional Learning; Elementary School Students; Secondary School Students; Literature Reviews; Program Effectiveness + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Student behaviour; Schülerverhalten; Sekundarschüler
Abstract	The purpose of this review is to examine and synthesize evidence of mindfulness-based interventions implemented in school settings with primary and secondary school students on achievement, behavior and socio-emotional outcomes to inform education practice and policy. Specifically, this review is designed to answer the following research questions:(1) What types of mindfulness-based interventions are being evaluated in school settings?; (2) What is the state and quality of evidence of intervention outcomes studies of mindfulness-based interventions in school settings?; and (3) What are the effects of mindfulness-based interventions on cognition, academic achievement, behavior and socio-emotional outcomes? This review will contribute to the literature by including the most recent research on mindfulness-based interventions in school settings, will include outcomes that have not been included in prior reviews of school-based mindfulness interventions, including behavioral and academic outcomes, and will employ stringent criteria for search, selection, coding, and analysis as specified in the Campbell Collaboration policies and guidelines to yield the most up-to-date and rigorous review to inform educational policy and practice and identify gaps in the current evidence base to guide future research in this growing area of practice and research. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01