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The Impact of Mindfulness on the Development of Inhibition and Interference Control in Elementary Students

Fausnaugh, Elisabeth Briana
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721426948962198

Abstract Details

2024, Doctor of Education (Ed.D.), University of Findlay, Education.
Loss of instructional time due to student inattentiveness is a well-known problem (Godwin et al., 2016). Educators need effective and efficient methods to improve student attention and self-control for optimal learning. Research on the inclusion of mindfulness in schools is an emerging trend (Flook et al., 2010; Lam & Seiden, 2020; Ritter & Alvarez, 2020; Thierry et al., 2016; Van De Weijer-Bergsma et al., 2012). This mixed methods study investigated the impact of mindfulness-based practices on student inhibition and interference control skills; and explored student, teacher, and parent perceptions of including mindfulness-based practices in a school setting. Twenty-five third grade students from two classrooms at a suburban school in northwest Ohio participated in the 6-week mindfulness intervention. Quantitative data collected pre- and post-intervention for student inhibition indicated a moderate effect (d = 0.474) between the treatment and waitlist control group. Data collected for student interference control skills did not yield a significant effect between the treatment and waitlist control group (d = -0.012). Qualitative data gathered from interviews and surveys found positive social validity and acceptability from the perspective of students, teachers, and parents. Transference of mindfulness applications from school-to-home was reported by both students and parents. This study provides a model for introducing mindfulness in the educational environment, with the potential for further student benefit when applied in all settings. Implications for future research include exploring different measures of impact and gaining further qualitative research from all stakeholder’s perspectives.
Kara Parker (Committee Chair)
Kyle Wagner (Committee Member)
Jon Brasfield (Committee Member)
96 p.
Behavioral Psychology; Elementary Education
Mindfulness, Inhibition, Interference Control, Elementary

Recommended Citations

Citations

  • Fausnaugh, E. B. (2024). The Impact of Mindfulness on the Development of Inhibition and Interference Control in Elementary Students [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721426948962198

    APA Style (7th edition)

  • Fausnaugh, Elisabeth. The Impact of Mindfulness on the Development of Inhibition and Interference Control in Elementary Students. 2024. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721426948962198.

    MLA Style (8th edition)

  • Fausnaugh, Elisabeth. "The Impact of Mindfulness on the Development of Inhibition and Interference Control in Elementary Students." Doctoral dissertation, University of Findlay, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721426948962198

    Chicago Manual of Style (17th edition)

findlay1721426948962198
159
© 2024, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.