and academic-learning. American Psychologist, 58, 466â474. Raimundo, R., Carapito, E., Pereira, A., Marques Pinto, A., Lima, M. L., & Ribeiro, M. T. (2012).
The classroom as mindful experience The results of Mind Up Program on 3rd grade students, a pilot study Joana Sampaio de Carvalho*, Phd Student, Alexandra Marques Pinto*, PhD, João Marôco, PhD** *Faculty of Psychology, Lisbon University, Portugal, **Instituto Superior de Psicologia Aplicada, Lisbon, Portugal
Introduction Recent studies reinforce the importance of promoting socio-‐ emotional skills as early as possible, in addition to the prevention of behaviour problems (Casel, 2013; Greenberg et al., 2003). These skills play an important role in fostering adjustment and academic performance as reFlected in more positive social behaviou and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores (Durlak et al., 2011; Greenberg et al., 2003). Recently, mindfulness-‐based approaches have been recognized as important for well-‐being promotion, positive emotions, self-‐ compassion and empathy (Fredrickson, Coffey, Pek, Cohn, & Finkel, 2008; Shapiro, Brown, Thoresen, & Plante, 2011). Studies with children indicate that these approaches promote self-‐regulation and attention, reduce stress and improve academic behaviour (Flook et al, 2010; Saltzman & Goldin, Delineamentos Quasi-Experimentais Quasi-Experimentais 2008; Schonert-‐Reichl & Lawlor, 2010). Delineamentos
Aim
2 Delineamento em que não existe possibilidade de aleatorização dos participantes pelas várias condições 2 Menor controlo da intervenção de variáveis estranhas
Conclusions
Results
2 Delineamento préteste-pósteste (um grupo) 2 Delineamento em Séries de Tempo (FTime SeriesG) 2 Delineamento de grupo controlo nãoequivalente
Assess MindUp Program’s (Hawn Foundation, 2011) effects on children social competence and anti-‐social behaviour. This is a comprehensive classroom and evidence-‐based curriculum that enhances student’s self awareness, focuses attention, promotes self-‐regulation, and reduces stress.
PeerRelations (PR)
Convergent validity AVE
Construct reliability CR
.838
.911
Self-Control (SC)
.834
.909
AcademicBehavior (AB)
.834
.909
SSBS-2 – Scale A – Social Competence
Convergent validity (AVE)
Construct reliability (CR)
Disruptive (DIS)
.736
.893
Anti-Social (AS)
.689
.808
Hostile (HOS)
.883
.938
SSBS-2 – Scale B – Antisocial Behavior
Discriminant Validity
R2
Discriminant Validity
R2
SC - PR
.717
AS - DIS
.832
PR - AB
.759
HOS - DIS
.976
SC - AB
.512
HOS - AS
.808
Figure 2. Confirmatory Factorial Analysis of SSBS - Scale A X2(6)=15.379; p=.018; CFI=.992; GFI=.977; TLI=.979; SRMR=.011
Figure 3. Confirmatory Factorial Analysis of SSBS – Scale B X2(10)=13.116; p=.217; X2/gl=1.312; CFI=.998; GFI=.982; TLI=.996; RMSEA=.039
At the end of the program children showed signiFicant increase in self-‐control, peer relations and academic behaviour
Self-Control
F(1, 204)= 34.96, p