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dc.contributor.advisorRichard J. Richard
dc.contributor.authorMonteiro, Marta P
dc.date.accessioned2016-01-06T21:00:34Z
dc.date.available2016-01-06T21:00:34Z
dc.date.issued2015-12
dc.identifier.urihttp://hdl.handle.net/1969.6/653
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR of PHILOSOPHY in COUNSELOR EDUCATION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractThe purpose of this study was to explore the impact of an 8-session mindfulness-based attentional training program (MBAST) with children in third through sixth grade (n = 24) in an elementary school setting. The project examined (1) parental reports, (2) student self-perception of self-regulation skills, (3) student understanding of mindfulness skills, and (4) student performance on two standardized measures of attentional self-regulation. Students participated in groups (n = 5-7 per classroom) in a series of sessions involving mindfulness based exercises and computer mediated activities (i.e., video games) designed to challenge visual attention, memory, and decision-making in engaging and entertaining motivational contexts. Students completed the WISC IIII Coding and Symbol search subtasks at the end of each session. A multivariate analysis of variance repeated measures research design was used to evaluate the impact of training on possible improvements in attentional skills, as assessed by standardized measures of vigilance (speed process and accuracy of responses). The analysis also allowed for the comparison of a pre-program, self and parent reports of self-regulation skills over the eight sessions. While parent ratings and students’ self-reported scores of self-regulation difficulties and mindfulness skills remained stable, the results showed participating students realized a 40-50% increase in their performance on standardized measures of attentional skills. This study adds to emerging literature on the benefits of mindfulness based and brain training interventions that have been successfully applied to classroom settings. This program explores the benefit of an empirically validated intervention on children’s ability to direct and sustain their attention strategically in the context of self-reflection and application to goal orientated gaming environment. Mindfulness based attention regulation training can be utilized to enhance certain students’ capacities in a personal and academic manner.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectAttentionen_US
dc.subjectAttentional controlen_US
dc.subjectElementary school studentsen_US
dc.subjectExecutive Functionsen_US
dc.subjectMindfulnessen_US
dc.subjectSelf-Regulationen_US
dc.titleThe impact of a mindfulness based attentional skills training program on school related self-regulation skills of elementary school childrenen_US
dc.typeTexten_US
thesis.degree.disciplineCounselor Educationen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.description.departmentCounseling & Educational Psychologyen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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