The Mediating Role of the Components of Social-Emotional Competence in Relationship Between Mindfulness and Academic Performance

Document Type : Research Paper

Authors

1 Ph.D. Student, Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran

2 Department of Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran

Abstract

The purpose of this study was to test the proposed model of the relationship between mindfulness and academic performance with the mediation of social-emotional competence. The research method was fundamental in purpose and correlation and structural equation analysis in data collection. The statistical population included 23,681 people (12,556 girls, 11,125 boys) of the second grade of elementary school in the academic year 2018-2019, and a sample of 380 subjects (225 girls and 155 boys) was selected using cluster sampling. Research instruments included the Mindfulness, Attention, and Awareness Scale (MAAS), the Social-Emotional Competence Questionnaire (SECQ), and the Academic Performance Test (APT). Structural equation model analysis using SPSS version 22 and LISREL version 8.8 was used to analyze the data. The results showed that the proposed model had a good fit with the data. The results indicated that the direct effect of mindfulness on the components of social-emotional competence was positive and significant. The direct effect of social-emotional competence on academic performance was also positive. The results indicated that the components of social-emotional competence had a significant mediating role between mindfulness and academic performance. The results suggest that high levels of mindfulness play an effective role in enhancing social-emotional competencies and that improving children’s social-emotional competencies has a positive effect on academic performance. 

Keywords

References

بدری‌گرگری، ر.، احراری، غ.، فتحی‌آذر، ا.، و میرنسب، م. م. (1397). تأثیر برنامۀ یادگیری اجتماعی-هیجانی بر شایستگی‌های روانی-اجتماعی و رضایت از مدرسۀ دانش‌آموزان پسر پنجم ابتدایی شهرستان سقز. نشریۀ راهبردهای آموزش در علوم پزشکی. 11(3)، 12-1.
عزیزی ر.، یوسفی افراشته، م.، مروتی، ذ.، و الهی، ط. (1397). اثر آموزش ذهن‌آگاهی بر عواطف مثبت و منفی و پیچیدگی عاطفی: بررسی تغییرات در طول زمان. فصلنامۀ پژوهش‌های کاربردی روان‌شناختی. 9(1)، 58-39.
سرشار، م.، و کیان‌ارثی، ف. (1399). تعیین سهم ذهن‌آگاهی و بهزیستی روانی در پیش‌بینی یادگیری خودتنظیم‌شده در دانشجویان. فصلنامۀ پژوهش‌های کاربردی روان‌شناختی. 11(3)، 92-83.
نبی‌زاده، ص. (1400). بررسی و مقایسۀ اثربخشی ذهن‌آگاهی به دو روش حضوری و غیرحضوری بر مؤلفه‌های یادگیری اجتماعی-هیجانی و عملکرد تحصیلی و طراحی مدل پیش‌بینی عملکرد تحصیلی. رسالۀ دکترای روان‌شناسی تربیتی، دانشگاه بوعلی‌سینا، همدان.
نجاتی، و.، ذبیح‌زاده، ع.، و نیک‌فرجام، م. ر. (1391). رابطۀ بـین ذهـن‌آگـاهی و کارکردهای توجه پایدار و انتخابی. پژوهش‌های علـوم شـناختی و رفتـاری. 2(2)، 42-31.
هومن، ح. ع. (1387). مدل‌یابی معادلات ساختاری با کاربرد نرم‌افزار لیزرل. تهران: سمت.
References
Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school student's quarterly grades. Mindfulness. 7(1), 59–67.
Black, D. S., & Fernando, R. (2013). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies. 23(7), 1242–1246.
Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 12(1), 19–39.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology. 84(4), 822–848.
Brown, K., Kasser, T., Ryan, R. M., Linley, P. P., & Orzech, K. (2009). When what one has is enough: Mindfulness, financial desire discrepancy, and subjective well-being. Journal of Research in Personality. 43(5), 727–736.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2012). CASEL guide: Effective social and emotional learning programs (Preschool and elementary school edition). Chicago: University of Illinois.
Collaborative for Academic, Social, and Emotional Learning. (2015). Social and emotional learning core competencies. Retrieved from http://www.casel.org/social-and-emotional-learning/corecompetencies/.
Costello, E., & Lawler, M. (2014). An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds. International Journal of Emotional Education. 6(2), 21–39.
Darling-Hammond, L. (2015). Social and emotional learning: Critical skills for building healthy schools. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. xi-xiii). New York, NY: Guildford Press.
Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development. 21(5), 780-793.
Diamond, A. (2013). Executive functions. Annual Review of Psychology. 64(1), 135-168.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 82(1), 405– 432.
Elias, M. J., & Arnold, H. (Eds.). (2006). The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press.
Felver, J. C., Frank, J. L., & Mc Eachern, A. D. (2013). Effectiveness, acceptability, and feasibility of the soles of the feet mindfulness based intervention with elementary school students. Mindfulness. 5(5), 589–597.
Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools. 50(6), 531–547.
Feuerborn, L., & Gueldner, G. (2019). Mindfulness and social-emotional competencies: proposing connections through a review of the Research. Mindfulness. 10(9), 1707–1720.
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology. 51(1), 44 –51.
Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology. 26, 70–95.
Greenberg, M. T. (2014, May). Cultivating compassion. Paper presented at the Dalai Lama Center for Peace and Education’s Heart-Mind Conference, Vancouver, British Columbia, Canada. May 12, 2014.
Huang, C. C., Lu, S., Rios, J., Chen, Y., Stringham, M., & Cheung, S. (2020). Associations between mindfulness, executive function, social-emotional skills, and quality of life among Hispanic Children. International Journal of Environmental Research and Public Health. 17(21), 7796-7808.
Jones, S. M., Bouffard, S. M., & Weissboard, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice. 10(2), 44–56.
Kielty, M., Gilligan, T., Staton, R., & Curtis, N. (2017). Cultivating Mindfulness with Third Grade Students via Classroom-Based Interventions. Contemporary School Psychology, 21(4), 317–322.
Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling, NY: Guilford Press.
Lau, N. S. & Hue, M. T. (2011). Preliminary outcomes of a mindfulness based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms. International Journal of Children's Spirituality. 16(4), 315–330.
Long, A. C., Renshaw, T. L., & Camarota, D. (2018). Classroom management in an urban, alternative school: A comparison of mindfulness and behavioral approaches. Contemporary School Psychology. 22(2), 233–248.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology. 21(1), 99–125.
Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: evaluation of the master mind program. Advances in School Mental Health Promotion. 7(3), 184–204.
Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (13-54). Thousand Oaks, CA: Sage.
Rosenstreich, E., & Margalit, M. (2015). Loneliness, Mindfulness, and Academic Achievements: A Moderation Effect among First-Year College Students. The Open Psychology Journal. 8(2), 138-145.
Shin, H. S., Black, D. S., Shonko, E. T., Riggs, N. R., & Pentz, M. A. (2016). Associations among dispositional mindfulness, self-compassion, and executive function proficiency in early adolescents. Mindfulness. 7(6), 77–84.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social- emotional development through a simple-to administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology. 51(1), 52– 66.
Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers' self-regulation and academic performance. Early Education and Development. 27(6), 805-821.
Van de Weijer-Bergsma, R., Bögels, S. M. E., Langenberg, G., & Oort, F. J. (2014). The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness. 5(3), 238-248.
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). International Journal of Emotion Education. 4(2), 27-42.
 
Journal of Applied Psychological Research
Volume 13, Issue 1
2022
Pages 1-20

Files

History

  • Receive Date: 06 March 2021
  • Revise Date: 02 May 2021
  • Accept Date: 22 May 2021
  • First Publish Date: 02 May 2022
  • Publish Date: 22 May 2022

Share

How to cite

Statistics