The effect of mindfulness based on social-emotional learning on the components of social-emotional competence and academic performance of children

Document Type : Original Article

Authors

1 Ph.D. Student, Department of Psychology, Bu Ali Sina University, Hamadan, Iran

2 Associate Professor, Department of Psychology, Bu Ali Sina University, Hamadan, Iran

3 Professor, Department of Psychology, Bu Ali Sina University, Hamadan, Iran

4 . Associate Professor, Department of Psychology, Bu Ali Sina University, Hamadan, Iran

Abstract

Introduction: Mindfulness is one of the methods that affect different areas such as improving social and emotional skills and educational performance of children. Thus, mindfulness training as a factor on controlling emotions and interpersonal relationships can play an important role in learning process and academic performance. The purpose of this study was to investigate the effectiveness of mindfulness program based on social-emotional learning on the components of social-emotional competencies and academic performance in children.
Method: The quasi-experimental with pre-test and post-test design and control group was employed. The study population consisted of male students in the second stage of elementary school. The sample method was randomly clustered so that two schools were randomly selected from all schools and among all, two fifth grade classes were selected and randomly assigned as experimental (18 subject) and control group (18 subject). Social-emotional competencies scale (Zhou & Ee, 2012) and academic performance test were used as research instruments. Subjects in the experimental group were trained in mindfulness audio files for 90 days and the control group did not receive any intervention.
Results: The results of covariance analysis showed that mindfulness training had a significant effect on increasing the components of social-emotional competencies and academic performance (p <0.01).
Discussion and Conclusion: Based on these findings, it can be concluded that the mindfulness training program used in this study can be an effective method for promoting social-emotional competencies and academic performance in primary schools

Keywords

References

1- Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 2016; 7(1): 34-45. doi:10.1007/s12671-015-0389-4
2- Zenner, C., Herrnleben-Kurz, S., & Walach, H. Mindfulness based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 2014; 5: 603–603.
3- Collaborative for Academic, Social, and Emotional Learning. Social and emotional learning core competencies, 2015. Retrieved from http://www.casel.org/social-and-emotional-learning/corecompetencies/.
4- Elias, M. J., & Arnold, H. (Eds.). The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press, 2006.
5- Baer, R. Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 2003; 10: 125 – 143.
6- Bodhi, B.  What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 2011; 12(1): 19–39.
7- Kabat-Zinn, J., & Hanh, T. N. Full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. Detla: New York, 2000.
8- Fjorback, L. O., Arendt, M., Ornbol, E., Fink, P., & Walach, H. Mindfulness based stress reduction and mindfulness-based cognitive therapy - a systematic of randomized controlled trials. Acta Psychiatrica Scandinavica, 2011; 124(2): 102–119.
9- Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. A randomized trial of Mindfulness-Based Cognitive Therapy for Children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 2010; 19(2): 218–229.
10- Van de Weijer-Bergsma, R., Bögels, S. M., Langenberg, G., & Oort, F. J. The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness, 2014; 5(3): 238-248.
11- Saltzman, A., & Goldin, P. Mindfulness-based stress reduction for school-age children. In L. Greco & S. Hayes (Eds.), Acceptance & Mindfulness Treatments for Children & Adolescents: A Practitioner’s Guide (p. 297). New Harbinger Publications, 2008. Retrieved from
12- Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 2015; 51(1): 44–51.
13- Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. Promoting social and emotional competencies in elementary school. The Future of Children, 2017; 3: 49–72.
14- Taylor, R. D., Durlak, J. A., Oberle, E., & Weissberg, R. P. Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 2017; 88(4): 1156–1171.
15- Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa- Leiker, C. Maximizing mindful learning: mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 2016; 7(1): 59-67.
16- Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. Two-year impact of a mindfulness-based program on preschoolers' self-regulation and academic performance. Early Education and Development, 2016; 27(6): 805-821.
17- Semple, R. J., & Madni, L. A. Treating childhood trauma with mindfulness. In V. M. Follette, J. Briere, D. Rozelle, J. W. Hopper, & D. I. Rome (Eds.), Mindfulness-oriented interventions for trauma: Integrating contemplative practices (pp. 284-300). New York: Guilford, 2014.
18- Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. The impact of mindfulness education on elementary school students: evaluation of the master mind program. Advances in School Mental Health Promotion, 2014; 7(3): 184–204.
19- Arthurson, K. Teaching mindfulness to year sevens as part of health and personal development. Australian Journal of Teacher Education, 2015; 40(5): 13-22.
20- Bird, K. A., & Sultman, W. F. Social and emotional learning: Reporting a system approach to developing relationships, nurturing well-being and invigorating learning. Education and Child Psychology, 2010; 27(1): 143-155.
21- ظفری، سارا، مروتی، ذکراله و فتحی، فتانه. رابطه علّی بین هدف تبحری کلاس و هدف عملکردی کلاس با سازگاری اجتماعی  با میانجی­گری اهداف پیشرفت اجتماعی در دانش­آموزان دختر سال اول دبیرستان. پژوهشهای آموزش و یادگیری، 1394؛ 12(2): 132-121.
22- Schonert-Reichl, K. A. & Lawlor, M. S. The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 2010; 1(3): 137–151.
23- Sampaio-de-Carvalho, J., Marques-Pinto, A., & Marôco, J. Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: a quasi-experimental study. Mindfulness, 2017; 8(2): 337–350.
24- Kim, E., Jackman, M.M., Jo, S. et al. Effectiveness of the Mindfulness-Based Open Mind-Korea (OM-K) Preschool Program. Mindfulness, 2020; 11: 1062–1072.
25- عصاره، علیرضا، احمدی، غلامعلی، و عباس‌پور، حیدرعلی. تأثیر آموزش‌ و پرورش پیش‌دبستانی بر پیشرفت تحصیلی و سازگاری اجتماعی دانش‌آموزان دو زبانه اول ابتدایی. پژوهشهای آموزش و یادگیری، 1392, 20(3): 312-303.
26- Zhou, M., & Ee, J. Development and validation of the social emotional competence questionnaire (SECQ). International Journal of Emotion Education, 2012; 2: 27-42.
27- بدری گرگری، رحیم، احراری، غفور، فتحی­آذر، اسکندر، و میرنسب، میرمحمود. تأثیر برنامه یادگیری اجتماعی- هیجانی بر شایستگی­های روانی- اجتماعی و رضایت از  مدرسه دانش آموزان پسر پنجم ابتدایی شهرستان سقز. نشریه راهبردهای آموزش در علوم پزشکی، 1397, 11(3): 12-1.
28- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. The impact of enhancing students' social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 2011; 82(1): 405-432.
29- Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A.  Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology, 2015; 51(1): 52–66.
30- Lawlor, M. S. Mindfulness and social emotional learning (SEL): a conceptual framework. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education (pp. 65–80). NewYork: Springer, 2016.

Files

Share

How to cite

Statistics