Mindfulness and Executive Functions : Making the Case for Elementary School Practice
Ritter, Anne
Álvarez Cánovas, Isabel 1971- (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)

Date:	2020
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.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Mind Yeti ; School-based intervention ; Inhibition ; Cognitive flexibility ; Working memory
Published in:	European Journal of Investigation in Health, Psychology and Education, Vol. 10 (march 2020) , p. 544-553, ISSN 2254-9625

DOI: 10.3390/ejihpe10010039
PMID: 34542502

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