Promoting school success through mindfulness-based interventions in early childhood

  1. Pablo Luna Nogales 1
  2. Javier Cejudo Prado 1
  3. Alfonso Moreno Gómez 1
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Aldizkaria:
Revista de psicodidáctica

ISSN: 1136-1034

Argitalpen urtea: 2020

Alea: 25

Zenbakia: 2

Mota: Artikulua

DOI: 10.1016/J.PSICOD.2019.12.001 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de psicodidáctica

Garapen Iraunkorreko Helburuak

Laburpena

El presente estudio tiene como finalidad evaluar la eficacia del programa Mindkinder basado en atención plena (mindfulness) sobre la adaptación escolar, los problemas conductuales escolares y los resultados escolares en alumnado de Educación Infantil. Se utiliza un diseño cuasi-experimental de medidas repetidas pretest-postest con grupo de control. Los participantes en el estudio son 118 alumnos y alumnas (55.2% eran niñas y el 44.8% eran niños). El alumnado tiene de 5 a 6 años (M = 5.69, DT = .37). El programa se implementa durante las horas lectivas. Los resultados muestran que el programa estimula en los grupos experimentales una mejora significativa en algunas variables de adaptación escolar, problemas conductuales escolares y resultados escolares. Estos resultados sugieren que los programas de atención plena pueden ser eficaces en la promoción de la adaptación escolar y mejora de los resultados escolares en la infancia. Se discuten las implicaciones de estos hallazgos y se realizan recomendaciones para futuras investigaciones.

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