Next Article in Journal
Comparison of Elixhauser and Charlson Methods for Discriminative Performance in Mortality Risk in Patients with Schizophrenic Disorders
Next Article in Special Issue
Effectiveness of the Reasoning and Rehabilitation V2 Programme for Improving Personal and Social Skills in Spanish Adolescent Students
Previous Article in Journal
Corporate Sustainable Development Strategy: Effect of Green Shared Vision on Organization Members’ Behavior
Open AccessArticle

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Faculty of Psychology, University of Oviedo, Plaza de Feijoo, s/n, 33003 Oviedo, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(7), 2447; https://doi.org/10.3390/ijerph17072447
Received: 2 March 2020 / Revised: 30 March 2020 / Accepted: 2 April 2020 / Published: 3 April 2020
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects. View Full-Text
Keywords: mindfulness; intervention; attention; self-control; aggressiveness; school mindfulness; intervention; attention; self-control; aggressiveness; school
Show Figures

Figure 1

MDPI and ACS Style

Suárez-García, Z.; Álvarez-García, D.; García-Redondo, P.; Rodríguez, C. The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils. Int. J. Environ. Res. Public Health 2020, 17, 2447.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop