Developing Self-Regulated Learning with Time Management and Mindfulness Practice
Students have always faced the challenge of focusing their wandering minds. Today, the ubiquitous presence of technology makes this task more difficult. This study sought to help students harness their attention in the face of distraction using Zimmerman’s model of self-regulated learning (SRL), mindfulness practice, and the Pomodoro Technique for time management. Eighty-two fifth graders from a suburban elementary school in the Northeastern United States participated in one of four treatment conditions: SRL intervention, Mindfulness curriculum, both SRL and Mindfulness, or neither. Using a pre- /post-intervention design, students completed surveys measuring their level of SRL and perceived stress. Three sub-tests measuring sustained attention were also completed before and after the interventions. It was hypothesized that the SRL intervention would increase students’ reported SRL skills, while those in the mindfulness class would report decreased stress and improved sustained attention. Believing that stress can have a moderating effect on SRL, it was believed that students in the SRL and mindfulness class would experience both benefits. Statistical analysis did not support these hypotheses. Limitations of this study, as well as possible further research, are explored.^
Mental health|Education|Elementary education|Educational psychology
Adcroft, Sean Kennedy, "Developing Self-Regulated Learning with Time Management and Mindfulness Practice" (2018). ETD Collection for Fordham University. AAI10837688.