Schools currently do not have a well-designed and well-implemented prevention model to help students reduce their feelings of stress. This mixed methods study examined the relationship between practice of mindfulness, perceived stress, and student achievement among 165 seventh-grade students at a college preparatory high school. Using previously tested survey instruments Perceived Stress Scale (PSS) and Childhood and Adolescent Mindfulness Measure (CAMM), the researcher trained, implemented, and tested the impact of a simple mindfulness practice universally as prevention model. Although the t-test did not detect an impact on the stress levels, which could be attributed to the limited time range of 12 weeks for the implementation of intervention, multiple regression analysis predicted mindfulness practice as a strong indicator of reduction in stress among the seventh-grade students. The qualitative analysis indicated a theme of situational awareness among the students who practiced mindfulness that led to regulation of their stress.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Mental health, Educational leadership, Education|
|Keywords:||Adolescents, Intervention, Mindfulness, Prevention, School-Based Prevention, Stress Reduction|
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