The Impact of a Mindfulness Intervention on Elementary Classroom Climate and Student and Teacher Mindfulness: a Pilot Study

Meyer, Lauren; Eklund, Katie

doi:10.1007/s12671-020-01317-6

Cited by 15 publications

(29 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research studies considered in our literature review also shows significant relationships between classroom climate and students' academic performance [14,[46][47][48]. These studies show that the favourable emotions present in the interactional context allow better learning to happen, which coincides with the theoretical model proposed in this research study; the interactional context improves from the support that teachers provide to their students, with a positive impact on academic performance.…”

Section: Discussionsupporting

confidence: 83%

“…These articles highlighted the importance of the classroom climate and interactions as positive factors that contribute to students' learning outcomes. In this regard, Meyer and Eklund [46], Wayne, et al [47] and Bove, Marella and Vitale [14] showed a relationship between classroom climate and academic performance, which is also apparent from studies using data derived from PISA 2012 and 2015 [48].…”

Section: Literature On Emotions Learning and Classroom Interactional ...mentioning

confidence: 77%

See 1 more Smart Citation

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

et al. 2021

View full text Add to dashboard Cite

The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students’ performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system.

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Literature On Emotions Learning and Classroom Interactional ...mentioning

confidence: 77%

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Schoolteachers play a critical role in creating opportunities for students to interact with peers in classrooms (Neri Tejada et al, 2022). Equipping teachers with mindfulness practices may provide them with techniques for creating a positive and warm classroom climate, which allows students' social interactions to flourish (Meyer & Eklund, 2020). In addition, given that teachers remain in the classroom outside of the program, they can continue incorporating elements of mindfulness into the classroom to support their students (Rawana et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Training Nine interventions were conducted by nonteaching personnel (e.g., outside clinicians), four interventions were facilitated by trained schoolteachers, and the other five interventions were delivered by nonteaching personnel together with schoolteachers. As for the facilitators' training, in some studies, the facilitators received formal mindfulness training and practiced mindfulness regularly (e.g., Bokoch & Hass-Cohen, 2020), whereas in others, they received hours of training on the curriculum before the intervention (e.g., Meyer & Eklund, 2020).…”

Section: Intervention Characteristics and Fidelitymentioning

confidence: 99%

Effects of Mindfulness-Based Interventions on Peer Relationships of Children and Adolescents: a Systematic Review and Meta-analysis

Dai

Shi

et al. 2022

Mindfulness

View full text Add to dashboard Cite

Objectives Peer relationships play a critical role throughout childhood and adolescence. This meta-analysis systematically reviews the effects of mindfulness-based interventions (MBIs) on peer relationships of children and adolescents. Methods We identified 21 relevant studies from 12 databases. The overall intervention effect size was estimated with the pooled standardized mean difference using random-effects models. Moderator analyses were performed to explore the variability in intervention effects. Fidelity data were synthesized narratively. Risk of bias and publication bias were also assessed. Results MBIs showed small positive within-group effects (g = 0.48, 95% CI [0.33, 0.62]) and between-group effects (g = 0.40, 95% CI [0.18, 0.62]) on peer relationships. The effects of MBIs on peer relationships varied significantly by participant age and facilitator background. Conclusions MBIs show promising effects in improving peer relationships among children and adolescents. However, considering the limited evidence currently available, more studies are needed to validate the efficacy of the interventions. Meta-analysis Pre-registration PROSPERO #CRD42021232836

show abstract

“…On one hand, there is evidence showing how mindfulness was linked to increased school engagement among adolescents (Elphinstone et al, 2019;Frank et al, 2017;Miralles-Armenteros et al, 2019). On the other hand, other investigations have demonstrated that mindfulness had no significant effects on learning outcomes such as courserelated performance (Miller et al, 2017) and reading fluency (Meyer & Eklund, 2020). Zenner et al's (2014) meta-analysis reveals the positive effect of mindfulness-based interventions on students' cognitive performance (Hedge's g = 0.80, large effect).…”

Section: Mindfulness Well-being and Academic Outcomesmentioning

confidence: 99%

Does Mindfulness Matter for Cognitive Reappraisal and Academic Engagement? A Cross-Lagged Panel Model Study in Filipino High School Students

Datu

Yang

Lau

2022

The Journal of Early Adolescence

View full text Add to dashboard Cite

Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school students from Quezon City, Philippines joined this research. Cross-lagged panel structural equation modeling demonstrated that mindfulness had positive concurrent associations with cognitive reappraisal and engagement. Academic engagement was linked to increased subsequent cognitive reappraisal. Mindfulness is linked to increased concurrent cognitive reappraisal and academic engagement. This research contributes to existing evidence regarding the inconclusive links of mindfulness to learning outcomes.

show abstract

The Impact of a Mindfulness Intervention on Elementary Classroom Climate and Student and Teacher Mindfulness: a Pilot Study

Cited by 15 publications

References 61 publications

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

Effects of Mindfulness-Based Interventions on Peer Relationships of Children and Adolescents: a Systematic Review and Meta-analysis

Does Mindfulness Matter for Cognitive Reappraisal and Academic Engagement? A Cross-Lagged Panel Model Study in Filipino High School Students

Contact Info

Product

Resources

About