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Breathe In, Write Out: Examining the Impact of a Virtually Delivered Mindful Breathing Intervention on Elementary-Aged Students' Written Expression and Academic Engagement
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- 자료유형학위논문
- 저자명Brittany A. Pereira
- 학회/출판사/기관명University of Massachusetts
- 출판년도2023
- 언어영어
- 학술지명/학위논문주기Doctor of Philosophy
- 발행사항
- ISBN/ISSN
- 소개/요약Written expression is a complex and critical skill that many students in the U.S. struggle to master (National Center for Education Statistics, 2012). Meanwhile, the COVID pandemic has expedited the need to find feasible interventions that support students writing in a virtual landscape (The National Association of School Psychologists, 2020). Brief, mindful breathing exercises may be one viable option for promoting the cognitive and behavioral mechanisms that are executed during the writing process (Minkos et al., 2018; Cornell et al., 2019). As such, the present study provided three elementary-aged students with the a virtual, after-school opportunity to practice mindful breathing and writing and examined the impact of this practice on students' written expression and academic engagement behaviors, specifically. Two of the three students demonstrated improvements in writing quantity and quality, as well as academic engagement behaviors, when engaging in the mindful breathing exercise. Implications for future research on the integration of mindfulness and academic practices are discussed.
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