المؤلفون: Browning, Andrea, WestEd

المصدر: WestEd. 2020.

تمت مراجعته من قبل الزملاء: N

Page Count: 7

Sponsoring Agency: Department of Education (ED)

الواصفات: Metacognition, Self Concept, Elementary Secondary Education, Educational Environment, Stress Management, Self Control, Learning Strategies, Teaching Methods, Educational Objectives, Learning Activities

مستخلص: Mindfulness is the practice of cultivating attention to foster greater self-awareness and self-knowledge about thoughts, feelings, and sensations, and how they can affect one's actions. It is complementary to other Social and Emotional Learning (SEL) approaches related to positive learning outcomes for pre-K-12 students and educators. This Center to Improve Social and Emotional Learning and School Safety brief: (1) introduces mindfulness as a strategy for facilitating social and emotional learning in school; (2) explains the potential benefits for both students and educators; (3) provides examples of mindfulness strategies; and (4) lists resources for learning more about mindfulness. [This report was produced by the Center to Improve Social and Emotional Learning and School Safety at WestEd.]

Abstractor: As Provided

المؤلفون: Browning, A., Romer, N., WestEd, California Department of Education

المصدر: WestEd. 2020.

تمت مراجعته من قبل الزملاء: N

Page Count: 7

الواصفات: Metacognition, Self Concept, Best Practices, Self Control, Stress Management, Teaching Methods, Educational Policy, Learning Activities

مستخلص: There is an emerging evidence base demonstrating the benefits of mindfulness for people of all ages in domains related to physical and mental health. Mindfulness practices essentially cultivate attention, including self-awareness and self-knowledge of thoughts, feelings, sensations, and how they affect one's actions. Such practices are a promising approach to helping educators and students develop self-awareness and self-regulation skills that are associated with success in school and through adulthood. Additionally, mindfulness skills are complementary to social and emotional learning (SEL), as self-awareness and self-management are among the five core skills of SEL identified by the Collaborative for Academic, Social, and Emotional Learning. This WestEd brief, developed for the California Department of Education, describes what administrators and teachers can do now to promote the benefits of mindfulness and stress management.

Abstractor: As Provided

المؤلفون: Reilly, Peter

المصدر: Journal of University Teaching and Learning Practice. 2020 17(5).

تمت مراجعته من قبل الزملاء: Y

Page Count: 18

الواصفات: Student Development, Metacognition, Pandemics, COVID-19, Anxiety, Teacher Role, Foreign Countries, College Faculty, Self Control, Executive Function, Intervention

مصطلحات جغرافية: Mexico

مستخلص: The pandemic has provoked disruptions in students' lives and studies worldwide, which has caused them to feel moderate to high levels of anxiety and stress. Universities have responded by offering online counseling and communicating self-help recommendations via their websites. Curiously, the role that professors could play to reduce this emotional hardship has been ignored in the literature. This instructional paper describes how and why three professors in Mexico include a brief, daily mindful practice in class to help their students cope with the negative emotions that may arise. Psychological and educational research has indicated that the development of mindfulness reduces emotional pain and increases one's sense of well-being. Importantly, the focused-attention meditation described herein does not require an experienced mediator. A script to guide the practice is being used by the three professors, and could serve as a starting point for willing professors. Educators may also discover that the practice improves academic achievement because it activates executive functions (e.g. inhibitory control; working memory), thereby enhancing cognitive functioning. The paper also presents several practical implications involved with the practice, as well as initial reactions from professors and students.

Abstractor: As Provided

المؤلفون: Rashedi, Roxanne N., Bonnet, Kemberlee, Schulte, Rebecca J., Schlundt, David G., Swanson, Amy R., Kinsman, Amy, Bardett, Nicole, Juárez, Pablo, Warren, Zachary E., Biswas, Gautam, Kunda, Maithilee

المصدر: Journal of Autism and Developmental Disorders. Oct 2022 52(10):4321-4336.

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

Sponsoring Agency: Institute of Education Sciences (ED)

الواصفات: Autism Spectrum Disorders, Intervention, Interpersonal Competence, Preferences, Barriers, Parent Attitudes, Risk, Adolescents, Technology Integration, Psychological Patterns, Information Technology, Theory of Mind, Usability, Behavior Patterns, Interdisciplinary Approach, Teaching Methods, Self Control, Metacognition, Interpersonal Relationship, Influence of Technology

مستخلص: Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. [For the corresponding grantee submission, see ED622626.]

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Petrovic, Julia (ORCID 0000-0001-5494-8479), Mettler, Jessica, Argento, Amanda, Carsley, Dana, Bloom, Elana, Sullivan, Shaun, Heath, Nancy L.

المصدر: Journal of School Health. Sep 2022 92(9):853-863.

تمت مراجعته من قبل الزملاء: Y

Page Count: 11

الواصفات: Emotional Response, Self Control, Elementary School Students, Elementary School Teachers, Teacher Attitudes, Emotional Development, Misconceptions, Instructional Effectiveness, Metacognition, Faculty Development

مستخلص: Background: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. Methods: Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom. Results: Cochran's Q and chi-square analyses revealed misperceptions regarding the effectiveness of healthy and unhealthy strategies, as well as discrepancies between teachers' perceptions regarding the effectiveness of specific healthy strategies (eg, meditation) and their reported use of them. Conclusions: While teachers recognize the growing importance of fostering ER in the classroom, the present findings suggest that there is a need for more professional development regarding the effectiveness and implementation of ER strategies in the primary school context. Efforts should be made to provide teachers with concrete recommendations for the implementation of ER strategies in the classroom.

Abstractor: As Provided

المؤلفون: Tudor, Kate, Maloney, Shannon, Raja, Anam, Baer, Ruth, Blakemore, Sarah-Jayne, Byford, Sarah, Crane, Catherine, Dalgleish, Tim, De Wilde, Katherine, Ford, Tamsin, Greenberg, Mark, Hinze, Verena, Lord, Liz, Radley, Lucy, Opaleye, Emerita Satiro, Taylor, Laura, Ukoumunne, Obioha C., Viner, Russell, Kuyken, Willem (ORCID 0000-0002-8596-5252), Montero-Marin, Jesus

المصدر: Prevention Science. Aug 2022 23(6):934-953.

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Metacognition, Teaching Methods, Educational Benefits, Educational Environment, Research Reports, Outcomes of Education, Self Control, Self Evaluation (Individuals), Criticism, Guidelines, Evidence

مستخلص: There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT, and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed, and six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5479 articles, of which 31 were eligible and included in the review. Eleven studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Five studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in mindfulness skills and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments. [This article was co-authored by the MYRIAD Team.]

Abstractor: As Provided

المؤلفون: Salisbury, Marlee R. (ORCID 0000-0002-2161-1148), Roos, Leslie E., Horn, Sarah R., Peake, Shannon J., Fisher, Philip A.

المصدر: Prevention Science. Aug 2022 23(6):1029-1040.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)

الواصفات: Developmental Delays, At Risk Persons, Self Control, Behavior Problems, Early Intervention, Parenting Skills, Parent Child Relationship, Parent Education, Best Practices, Video Technology, Feedback (Response), Clinical Diagnosis, Child Development, Coaching (Performance), Metacognition, Stress Variables, Inhibition, Parent Attitudes, Self Efficacy, Comparative Analysis, Preschool Children, Program Effectiveness

مصطلحات جغرافية: Oregon

مستخلص: Children with developmental delays or disabilities (DD) are at risk for self-regulation difficulties and behaviour problems compared to typically developing children. Intervening early is crucial to prevent long-term adjustment challenges across home and school contexts. Parenting has been identified as a malleable target of intervention for improving children's adaptive functioning across behavioural, emotional and cognitive domains. Although parent management training (PMT) is an identified best-practice, key questions remain about the critical components of interventions and how novel approaches like video feedback may offer additional benefits. Using a pre-test-post-test one group and superiority design, we evaluated the efficacy of two models of the Keeping Parents Trained and Supported (KEEP) preschool program with parent-only components among 175 families with children diagnosed or at-risk for DD. KEEP-P included core PMT (Oregon Model) methods and KEEP-V integrated KEEP with Filming Interactions to Nurture Development video coaching methods for enhancing developmentally supportive interactions. Intervention outcomes on children's behaviour problems and executive functioning, parenting stress and parent-child relationship quality were compared between groups. Both groups demonstrated significant reductions over time in child behavioural problems, developmental problems and parenting stress. Significant improvements were observed in children's executive functioning, parents' sense of competence and mindfulness in parenting. Group differences were observed in parent's sense of competence, with individuals receiving KEEP-P displaying greater increases over time. Higher intervention dosage predicted a greater reduction in stressful child behaviours and greater improvements in children's inhibitory control.

Abstractor: As Provided

المؤلفون: Liman, Belgin, Tepeli, Kezban

المصدر: Educational Research and Reviews. Dec 2019 14(18):647-654.

تمت مراجعته من قبل الزملاء: Y

Page Count: 8

الواصفات: Metacognition, Self Control, Elementary School Students, Comparative Analysis, Preschool Children, Pretests Posttests, Scores, Teaching Methods, Skill Development, Outcomes of Education, Foreign Countries

مصطلحات جغرافية: Turkey

مستخلص: This study was conducted to investigate the effect of a Self-Regulation Skills Education Program on self-regulation skills of six-year-old children. The nonequivalent control group was used in the study. The study group consists of 40 children. "General Information Form" and "Preschool Self-Regulation Assessment (PSRA)" were used as data collection tools. It was determined as a result of the study that the self-regulation skills posttest mean scores of the children in the experimental group differed significantly from their pretest mean scores. It was also found that the self-regulation posttest mean scores of the children in the experimental group were higher than the posttest mean scores of the children in the control group. The results of the study indicated that the Self-Regulation Skills Education Program promoted the development of self-regulation skills of children.

Abstractor: As Provided

المؤلفون: Vriesema, Christine Calderon, Gehlbach, Hunter, Stanford University, Policy Analysis for California Education (PACE), CORE Districts

المصدر: Policy Analysis for California Education, PACE. 2019.

تمت مراجعته من قبل الزملاء: N

Page Count: 21

الواصفات: Data Analysis, Educational Policy, Decision Making, Student Attitudes, Student Surveys, Social Development, Emotional Development, Elementary School Students, Secondary School Students, Incidence, Policy Formation, Behavior Patterns, Student Characteristics, Self Efficacy, Interpersonal Competence, Social Cognition, Metacognition, Self Control, Identification, Correlation

مصطلحات جغرافية: California

مستخلص: Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive policymaking, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using surveys for data-based decision-making. To better understand student satisficing (suboptimal responding on surveys) and its impact on data quality, we examined the pervasiveness and impact of this practice on a large-scale social-emotional learning survey administered to 409,721 students in grades 2-12. Findings indicated that despite the prevalence of satisficing in our sample, its impact on data quality appeared more modest than anticipated. We conclude by providing an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers working with large-scale datasets.

Abstractor: As Provided

المؤلفون: Bayindir, Dilan (ORCID 0000-0002-6081-3690), Acar, Ibrahim Hakki, Yavuz, Ezgi Aksin, Ahmetoglu, Emine

المصدر: Early Childhood Education Journal. Jun 2022 50(5):721-729.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Gender Differences, Competition, Child Behavior, Behavior Patterns, Preschool Children, Self Control, Teacher Attitudes, Task Analysis, Correlation, Peer Relationship, Metacognition

مستخلص: Preschool children naturally display competitive behavioral patterns. The purpose of the current study was to investigate the association between preschool children's regulation (regulatory and control components) and competitive behaviors (task-oriented and other-referenced). A total of 260 preschool children (47.7% girls) ranging in age from 49 to 72 months (M = 63.83, SD = 6.17) were recruited for the current study. The participating teachers reported on children's regulation and competitive behaviors. Hierarchical multiple regression analyses that accounted for the nesting structure of the data revealed that children's regulation and control skills were significantly related to their task-oriented competition. Child gender moderated the association between regulation and task-oriented competition such that being highly regulated contributed to children's task-oriented competition, specifically for boys. Control skills were negatively associated with children's other-referenced competition. Implications of the study and future directions are discussed.

Abstractor: As Provided