The 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.
|Advisor:||Roth, Rachel A., Atlas, Jana|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Middle School education, School counseling|
|Keywords:||Academic achievement, CAMM, MAAS-C, Mindfulness, Standardized test scores|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be