Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students
Miriam Portela Diéguez, Marta Cerezo García, Enrique Navarro Asencio, Esperanza Vergara‐Moragues
Mindfulness November 1, 2024 DOI: 10.1007/s12671-024-02474-8 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental pre-post intervention study with a passive control group Preregistered Peer reviewed |
|---|---|
| Sample size | 48 |
| Population | Second grade primary school students |
| Intervention | Mindfulness-based neuroeducational program |
| Measures | CARAS-R, WISC-V Digits Span subtest, NEPSY-II Inhibition subtest |
| Topics | Meditation |
| Citations | 4 |
| Key findings | Both the mindfulness-based program group and the passive control group improved on the cognitive measures evaluated. The authors report that the mindfulness-based neuroeducational program significantly improved students' working memory, inhibition, and cognitive flexibility, and conclude that such programs can help teachers improve educational practice. |
Abstract
Abstract Objectives Cognitive processes underlying learning are essential for educational practice. Therapeutic interventions that incorporate mindfulness to enhance these processes are becoming increasingly popular, but few studies focused on the effectiveness of their application to the educational setting for the development of executive functioning. The objective of this study was to assess the effects of a neuroeducational program based on mindfulness techniques applied in the classroom on the executive functioning of second grade primary school students.
Method: Forty-eight students were included, 25 in the passive control group and 23 in the intervention group. Participants were assessed before and after program implementation with the CARAS-R test to measure selective attention, the WISC-V Digits Span subtest to measure working memory, and the NEPSY-II Inhibition subtest to measure cognitive flexibility and inhibition.
Results: Changes between pre- and post-intervention scores were analyzed separately for the control and experimental groups, and effect sizes were calculated to estimate the significance of the differences.
Conclusions: Although both groups improved on the cognitive measures evaluated, our results indicate that the mindfulness-based program significantly improved students’ working memory, inhibition, and cognitive flexibility. We conclude that this type of program can help teachers improve their educational practice with methodologies that promote the integral development of their students. Preregistration This study is not preregistered.