Citation

Nagpal M, Lin TJ, Park H, Anderman E, Bihari T, Madrid L, Ford J, Subramaniam B. J. Res. Adolesc. 2024; ePub(ePub): ePub.

Copyright

(Copyright © 2024, John Wiley and Sons)

DOI

10.1111/jora.12971

PMID

38733154

Abstract

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( ηp2  = .13), and lower externalizing ( ηp2  = .07) and bullying behaviors ( ηp2  = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

Language: en

Keywords

collaborative discussion; interdisciplinary collaboration; learning technology; mindfulness; physiological assessment; social–emotional learning