The Relationship Between Mindfulness and Academic Achievment in Middle School Students

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dc.contributor.advisorRoth, Rachel
dc.contributor.advisorAtlas, Jana
dc.contributor.authorGugino-Sullivan, Diana Marie
dc.date.accessioned2019-08-26T16:34:58Z
dc.date.available2019-08-26T16:34:58Z
dc.date.issued2019
dc.descriptionDissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.en_US
dc.description.abstractThe field of mindfulness has grown significantly in terms of interest, research, and practice. However, as mindfulness-related research regarding the adult population has significantly increased, there is limited mindfulness-focused research as it relates to youth. Additionally, research is needed to identify whether measures of mindfulness relate to children’s academic achievement. Given that a great deal of the existing research related to mindfulness is based on intervention studies, it is important to recognize the importance of correlational data in order to determine potential relationships between variables. Therefore, the current study evaluated scores from two psychometrically-sound measures of trait mindfulness for youth (i.e., the Child and Adolescent Mindfulness Measure, the Mindful Attention Awareness Scale-Children) and New York State standardized English language arts (ELA) and mathematic academic scores. Participants were 161 sixth, seventh, and eighth grade students from a public school in upstate New York. Results supported internal consistency reliability and concurrent validity for both the CAMM and MAAS-C. Further, a significant and positive relationship was found between the MAAS-C and mathematic scaled scores and ELA level scores, although the CAMM was not significantly correlated with any of the academic measures. Lastly, the sample was analyzed by grade level and a significant relationship was found between the MAAS-C and ELA and math achievement among sixth grade students. These findings indicate that the MAAS-C may be the better measure when evaluating mindfulness among sixth grade students. Further research should investigate the predictive power of the MAAS-C and academic achievement.en_US
dc.identifier.urihttp://hdl.handle.net/10829/23429
dc.language.isoen_USen_US
dc.relation.ispartofHerrick Libraryen_US
dc.rights.urihttps://libraries.alfred.edu/AURA/termsofuseen_US
dc.subjectMiddle school educationen_US
dc.subjectEducational psychologyen_US
dc.subjectPsychologyen_US
dc.titleThe Relationship Between Mindfulness and Academic Achievment in Middle School Studentsen_US
dc.typeDissertationen_US

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