The Effects of Mindfulness-Based Programming on Social-Emotional Learning
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
social-emotional learning, mindfulness-based programming
The purpose of this research is to determine if mindfulness-based programming correlates to growth in student’s social-emotional learning. Specifically, the areas being measured include self-control, persistence, mastery orientation, academic self-efficacy, and social competence. The study’s goal is to determine if there is growth in these five categorical areas after third-grade students participate in MindUp lessons from Scholastic. The students will be given a survey before and after the mindfulness programming to determine if there was social-emotional growth. To help determine the validity of the data, the survey results will be compared with two control third-grade classrooms with similar demographics who will not be implementing the mindfulness-based programming. Included in the data will be teacher surveys from both the experimental and control classroom teachers pre- and post- programming. This data will provide insights into the effectiveness of mindfulness-based programming as it relates to social-emotional learning.
Keywords: social-emotional learning, mindfulness-based programming
Reller, Evan, "The Effects of Mindfulness-Based Programming on Social-Emotional Learning" (2019). Dissertations, Theses, and Projects. 270.