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The Effects of Socioemotional Learning and Mindfulness Strategies on the Self-Regulation of Preschool Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Socioemotional Learning and Mindfulness Strategies on the Self-Regulation of Preschool Students./
作者:	Chen, Angela.
面頁冊數:	1 online resource (314 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438061392

The Effects of Socioemotional Learning and Mindfulness Strategies on the Self-Regulation of Preschool Students.
Chen, Angela.

The Effects of Socioemotional Learning and Mindfulness Strategies on the Self-Regulation of Preschool Students. - 1 online resource (314 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2018.

Includes bibliographical references

By the time children enter kindergarten, parents and teachers expect that young children are able to demonstrate self-regulation, to control their thoughts, feelings, and behaviors in support of optimal learning and socioemotional functioning at school. Although the literature has suggested that instruction and practice in socioemotional learning (SEL) and in mindfulness can each separately benefit young children's self-regulation, research has not examined the effectiveness of the combination of these approaches. Using a multiple probe across behaviors single-case design, the current study investigated the effects of class-wide implementation of an evidence-based SEL program and the added value of mindfulness practices on 6 preschool students who demonstrated behavioral concerns and low self-regulation. Formative and summative assessments measured mindfulness, executive function, effortful control, and general levels of self-regulation and socioemotional functioning in each participant. Results suggested that SEL-Mindfulness integration did not lead to clear benefits in self-regulation and mindfulness across preschool students, although children who expressed treatment acceptability tended to receive increased ratings in these areas. Implications for school psychological practice and future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438061392Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Socioemotional Learning and Mindfulness Strategies on the Self-Regulation of Preschool Students.
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504 $a Includes bibliographical references
520 $a By the time children enter kindergarten, parents and teachers expect that young children are able to demonstrate self-regulation, to control their thoughts, feelings, and behaviors in support of optimal learning and socioemotional functioning at school. Although the literature has suggested that instruction and practice in socioemotional learning (SEL) and in mindfulness can each separately benefit young children's self-regulation, research has not examined the effectiveness of the combination of these approaches. Using a multiple probe across behaviors single-case design, the current study investigated the effects of class-wide implementation of an evidence-based SEL program and the added value of mindfulness practices on 6 preschool students who demonstrated behavioral concerns and low self-regulation. Formative and summative assessments measured mindfulness, executive function, effortful control, and general levels of self-regulation and socioemotional functioning in each participant. Results suggested that SEL-Mindfulness integration did not lead to clear benefits in self-regulation and mindfulness across preschool students, although children who expressed treatment acceptability tended to receive increased ratings in these areas. Implications for school psychological practice and future research are discussed.
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