Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4

Objectives: There is a growing interest in mindfulness-based programs. Yet, research in the area is limited, and little is known about the factors that moderate the effects of these programs. The two-fold aim of this study was (1) to examine the effects of a mindfulness-based program on dispositional mindfulness, inattention and emotional lability, handwriting fluency, spelling accuracy, and composing quality, as well as school achievement; and (2) to evaluate the moderating role of lesson absences, intervention-related knowledge, and social validity. Method: Using a quasi-experimental design, 257 fourth graders were assigned to an experimental group receiving a mindfulness-based program (n = 130) or an active control group receiving a health-based program (n = 127). Both programs were implemented in the classroom for 8 weekly units, which included two 30-min sessions delivered by psychologists, followed by three 5-min sessions delivered by teachers. All children were evaluated before and after the programs. Results: Compared to the control condition, the mindfulness-based program resulted in higher levels of internal and external awareness, and decentering and nonreactivity, as well as better composing quality and mathematics grades. Lesson absences, intervention-related knowledge, and social validity did not moderate the effects of the mindfulness-based program. Conclusions: These findings support the integration of mindfulness practices in primary school as a means to improve children’s academic-related skills and ability to be mindful.

Descrição

This research was supported by the following: the M2S Project funded through the Operational Programme for Competitiveness and Internationalization, supported by FEDER and national funds allocated to the Portuguese Foundation for Science and Technology (FCT; NORTE-01-0145-FEDER-028404); the grant CPUP UID/PSI/00050/2013; and the FCT doctoral grants awarded to Sofia Magalhães (2020.05816.BD), Renata Rocha (SFRH/BD/150467/2019). Publisher Copyright: © 2023, The Author(s).

Palavras-chave

Achievement Children Intervention Mindfulness Moderators Social Psychology Health(social science) Experimental and Cognitive Psychology Developmental and Educational Psychology Applied Psychology SDG 4 - Quality Education