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Enhancing Cognitive and Social-Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial.
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- Author(s): Schonert-Reichl, Kimberly A.1 ; Oberie, Eva1; Stewart Lawlor, Molly1; Abbott, David1; Thomson, Kimberly1; Oberlander, Tim F.2; Diamond, Adele2
- Source:
Developmental Psychology. Jan2015, Vol. 51 Issue 1, p52-66. 15p. 5 Charts, 4 Graphs.- Subject Terms:
*ANALYSIS of covariance; *ANALYSIS of variance; *CHILD development; *COGNITION; *EMOTIONS; *HYDROCORTISONE; *MULTIVARIATE analysis; *QUESTIONNAIRES; *RESEARCH funding; *SALIVA; *SCHOOLS; *PSYCHOLOGICAL stress; *TASK performance; *WELL-being; *COMMUNITY-based social services; *RANDOMIZED controlled trials; *EXECUTIVE function; *MINDFULNESS; *STATISTICAL models; *DESCRIPTIVE statistics - Source:
- Additional Information
- Subject Terms:
- Abstract: The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature--identifying strategies not only to ameliorate children’s problems but also to cultivate their well-being and thriving. Directions for future research are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Developmental Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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