Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica Pub Date : 2020-07-01 DOI:10.1016/j.psicod.2019.12.001

Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo

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引用次数: 8

Abstract

The aim of this study is to assess the effectiveness of the mindfulness Mindkinder-based programme on school adjustment, school behavioural problems and school outcomes in elementary education students. A quasi-experimental design of repeated pretest-posttest measures with control group is used. The participants in the study were 118 students (55.2% were girls and 44.8% were boys). The age of children ranged from 5 to 6 years (M = 5.69, SD = 0.37). The programme is implemented during school time. The results show that the program promoted in the experimental groups some significant improvement in school adjustment variables, school behavioural problems and school outcomes. These results suggest that mindfulness programmes can be effective in promoting school adjustment and improving school outcomes in childhood. The implications of these findings are discussed and recommendations are formulated for future research.

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在幼儿教育中通过正念干预促进学校成功:Mindkinder计划

本研究的目的是评估正念幼儿园在小学教育学生的学校适应、学校行为问题和学业成绩方面的有效性。采用准实验设计，对照组采用重复前测后测方法。该研究的参与者为118名学生(55.2%为女生，44.8%为男生)。儿童年龄5 ~ 6岁(M = 5.69, SD = 0.37)。该方案在上学期间实施。结果表明，该方案促进了实验组在学校适应变量、学校行为问题和学校成果方面的显著改善。这些结果表明，正念计划可以有效地促进学校适应和改善儿童时期的学习成绩。讨论了这些发现的意义，并为未来的研究提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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