Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

James D. Kirylo

Abstract

The purpose of the study was to examine the impact mindfulness practices would have on the independent learning processes of third-grade students in a Montessori setting. For the purpose of the study, independent learning processes were measured using three parameters: (a) self-reports of perceived learning on-task and off-task behaviors, (b) students’ ability to effectively use mindfulness practices autonomously as a self-regulating behavior when off-task, and (c) teacher-researcher’s observations, along with teacher-participant’s and instructional assistant’s reporting, of improved autonomous learning behaviors and students’ autonomous use of mindfulness practices as a self-regulating behavior. The study occurred over a five-week period during the 2018 Spring Semester. A mixed-methodology was used to collect data. The study results indicated that the implementation of a mindfulness intervention had a positive impact on the learning perceptions of third-grade students in the Montessori setting.

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