Promoting school success through mindfulness-based interventions in early childhood
- Pablo Luna Nogales 1
- Javier Cejudo Prado 1
- Alfonso Moreno Gómez 1
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1
Universidad de Castilla-La Mancha
info
ISSN: 1136-1034
Argitalpen urtea: 2020
Alea: 25
Zenbakia: 2
Mota: Artikulua
Beste argitalpen batzuk: Revista de psicodidáctica
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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