Mindfulness helpt om (o.a.) betere wiskunderesultaten te behalen.

16 Jan

De stapel wetenschappelijk onderzoek die aantoont dat mindfulness wel degelijk een positief effect heeft op heel wat aspecten is intussen al vrij groot. Via de wekelijkse nieuwsbrief van Best Evidence in Brief viel mijn oog op een nieuwe Canadese studie. Hieruit blijkt dat kinderen uit het lager onderwijs die een mindfulness programma volgden, er na afloop niet alleen op vooruit gingen met betrekking tot hun sociaal-emotionele vaardigheden maar ook betere scores behaalden voor wiskunde. 

Positive results for mindfulness program

Elementary school pupils who took part in a mindfulness program showed improved social-emotional competencies and math grades.

The study in Canada took place in four elementary schools, which were allocated at random to deliver either a mindfulness program or a social responsibility program as a control. In total, almost 100 grade 4 and 5 children took part. The mindfulness program, MindUp, consisted of 12 lessons taught once a week, each lesson lasting around 45 minutes. The program included mindfulness activities such as breathing and attentive listening and lessons encouraging acts of kindness and community service.

Children in the MindUp program showed significant improvements in executive function, self-reported well-being, and self- and peer-reported social behavior. They also demonstrated better math performance.

The authors argue that although this study is small, it shows potential for this kind of training to improve cognitive skills, social-emotional competence, and well-being in a real-world setting.

(bron: nieuwsbrief “Best Evidence in Brief”)

Abstract van het onderzoek:

Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.

By Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele
Developmental Psychology, Vol 51(1), Jan 2015, 52-66.
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature—identifying strategies not only to ameliorate children’s problems but also to cultivate their well-being and thriving. Directions for future research are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
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Eén reactie to “Mindfulness helpt om (o.a.) betere wiskunderesultaten te behalen.”

  1. Pedro 18 januari 2015 bij 9:57 am #

    Dit is op X, Y of Einstein? herblogden reageerde:
    Een onderzoek dat klaar lag om zelf over te bloggen, maar Tommy was me voor.

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