The Effects of the Brain Education Meditation Program on Self-Regulated Learning Ability and the Academic Self-Efficacy of Elementary School Students
Dae-Myung Kim
May 28, 2016 DOI: 10.14400/jdc.2016.14.5.77 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Population | Elementary school students |
|---|---|
| Intervention | Brain Education Meditation Program |
| Topics | Meditation |
| Keywords | Education |
| Key points | The Brain Education Meditation Program was reported to change elementary school students' self-regulated learning ability and to improve their self-confidence, a sublevel factor of academic self-efficacy. A positive correlation was also reported between self-regulated learning ability and academic self-efficacy. |
Abstract
Abstract This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answerthese three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.