Affordable Access

Access to the full text

Mindfulness and Executive Functions: Making the Case for Elementary School Practice

Authors
  • ritter, anne
  • alvarez, isabel
Publication Date
Mar 04, 2020
Identifiers
DOI: 10.3390/ejihpe10010039
OAI: oai:mdpi.com:/2254-9625/10/1/39/
Source
MDPI
Keywords
Language
English
License
Green
External links

Abstract

This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.

Report this publication

Statistics

Seen <100 times