Manisha Nagpal, Tzu-Jung Lin, Haeun Park, Eric Anderman, Thomas Bihari, Leon Madrid, Jodi Ford, Balachundhar Subramaniam
{"title":"Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.","authors":"Manisha Nagpal, Tzu-Jung Lin, Haeun Park, Eric Anderman, Thomas Bihari, Leon Madrid, Jodi Ford, Balachundhar Subramaniam","doi":"10.1111/jora.12971","DOIUrl":null,"url":null,"abstract":"<p><p>This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called \"mindfulness-based collaborative social reasoning\" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( <math> <semantics> <mrow><msubsup><mi>η</mi> <mi>p</mi> <mn>2</mn></msubsup> </mrow> <annotation>$$ {\\eta}_p^2 $$</annotation></semantics> </math> = .13), and lower externalizing ( <math> <semantics> <mrow><msubsup><mi>η</mi> <mi>p</mi> <mn>2</mn></msubsup> </mrow> <annotation>$$ {\\eta}_p^2 $$</annotation></semantics> </math> = .07) and bullying behaviors ( <math> <semantics> <mrow><msubsup><mi>η</mi> <mi>p</mi> <mn>2</mn></msubsup> </mrow> <annotation>$$ {\\eta}_p^2 $$</annotation></semantics> </math> = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":" ","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Adolescence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/jora.12971","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"FAMILY STUDIES","Score":null,"Total":0}
引用次数: 0
Abstract
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.
期刊介绍:
Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.