Análisis del impacto del entrenamiento de la atención plena en la mejora del pensamiento crítico y la inteligencia emocional

Abstract

The primary aim of the research is to ascertain how mindfulness training influences the development of critical thinking and emotional intelligence among students. The participants in the study comprise students from grades 5-11 at Alihan Bokeykhanov Secondary School, located in the Jambyl Region of the Republic of Kazakhstan, totaling 1070 individuals. A controlled experimental design has been employed to assess the impact of a six-month mindfulness training program on a sample of middle and high school students. Participants are divided into an experimental group, which undergoes mindfulness training, and a control group, which receives no intervention. Both groups use the HEIghten critical thinking test and the Emotional Intelligence Self-Assessment Inventory (EISAI). The statistical analysis involved the application of paired and independent t-tests alongside linear mixed-effects models (LMMs) to compare group outcomes and to evaluate changes over time. Participants in the mindfulness training group demonstrate enhanced abilities to analyze and evaluate information, along with increased emotional awareness, regulation, and empathy. The LMM analysis confirmed a significant interaction between group and time factors, indicating substantial improvements in critical thinking and emotional intelligence within the experimental group. These findings suggest that mindfulness training can be a valuable addition to educational programs. The integration of mindfulness practices into the educational system has the potential to transform the traditional learning environment, supporting the development of well-rounded individuals better equipped to navigate the complexities of modern society.