Dissertation/Thesis Abstract

Further Investigating the Underlying Attentional Processes of Brief Mindfulness-Based Interventions
by Yosai, Erin Rachelle, Ph.D., University of Montana, 2017, 236; 10285760
Abstract (Summary)

Mindfulness-based interventions (MBIs) incorporate components of mindfulness into treatment strategies for both general and specialized populations. Within the school setting, research shows that MBIs contribute to student improvement in cognitive functioning, and the brief MBIs (e.g., around 8 minutes) can improve scores on standardized tests (Mrazek et al., 2013; Zenner et al., 2014). However, it is unclear what cognitive processes may be improved through MBI implementation. The current project investigated components of attentional control through working memory capacity, inhibition, mind-wandering, mood, and task-switching as cognitive processes that may be improved by MBIs. University undergraduates (N=119) aged 18–25 ( M=20.11, SD=1.94) participated in a repeated-measures experiment that included six sessions. Participants were randomly assigned to one of three intervention conditions: a brief mindfulness-based intervention, a brief relaxation-based meditation, or a control group. Missing data, attrition rates, and power were a concern within the data set. There were no significant effects of intervention condition on task-switching, working memory capacity, or frequency of mind-wandering. However, results showed that participants who participated in the MBI group showed significant increase in reported attentional focus, ability to inhibit distraction, and positive mood. Implications for school psychology are discussed.

Indexing (document details)
Advisor: Goforth, Anisa N.
Commitee: Brown, Jacqueline, McFarland, Craig, Nichols, Lindsey M., Waltz, Jennifer
School: University of Montana
Department: Psychology
School Location: United States -- Montana
Source: DAI-B 78/10(E), Dissertation Abstracts International
Subjects: Educational psychology, Psychology, Cognitive psychology
Keywords: Attention, Mindfulness-based interventions, School psychology
Publication Number: 10285760
ISBN: 9781369830552
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