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Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice

Bakosh, Laura S, Mortlock, Jutta M. Tobias, Querstret, Dawn and Morison, Linda (2018) Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice Learning and Instruction, 58. pp. 34-41.

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We report the results of a randomized trial (N = 337) examining the effectiveness of a daily audio-guided MBI in raising academic achievement in 16 volunteer classrooms across two socio-demographically diverse United States primary schools. The study's findings were that, over the intervention period, improvements in Math scores, Social Studies scores and Grade Point Averages (GPA) were generally higher for students in intervention classrooms. However, confidence intervals were wide and there was pre-existing variability between schools and grades, resulting in few significant differences as a result of the intervention and generally low effect sizes. Through a careful discussion of the study's results, the paper contributes to theory by generating a comprehensive agenda for follow-up research. The study also contributes to practice by reporting on the effectiveness of technology-enabled mindfulness training because participating teachers seemed able to implement the intervention with almost no further training or need for hiring external mindfulness experts.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Health Sciences
Authors :
Bakosh, Laura S
Mortlock, Jutta M. Tobias
Date : 18 May 2018
DOI : 10.1016/j.learninstruc.2018.04.012
Copyright Disclaimer : © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license
Uncontrolled Keywords : Mindfulness; Schools; Mindfulness-based intervention (MBI); Academic attainment; Randomized controlled trial (RCT)
Depositing User : Melanie Hughes
Date Deposited : 15 Aug 2018 15:24
Last Modified : 18 Jun 2019 08:52

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