東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Introducing a Mindfulness-Based Inte...

Heller, Rebecca,

Linked to FindBook

Google Book

Amazon

博客來

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School // Rebecca Heller.
Author:	Heller, Rebecca,
Description:	1 electronic resource (215 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31565255
ISBN:	9798346738183

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /
Heller, Rebecca,

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /Rebecca Heller. - 1 electronic resource (215 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

The purpose of this action research study was to assist students coping with the pressures of attending a high achieving school by devising and implementing a seven-week mindfulness-based intervention (MBI) to raise overall student well-being. Additionally, it was hoped that the students would use the mindfulness techniques as positive coping skills to combat stressors in their everyday lives. Students from high achieving schools are under intense pressures and stressors, so much so that they are considered at-risk for thriving into adulthood. Eleventh grade students from a high achieving independent school in California were introduced to and had the opportunity to practice seven different mindfulness techniques in their weekly advisory class. In order to personalize the MBI, students were introduced to the concept of mindfulness and asked to set an intention of the way(s) they felt mindfulness could help them. The findings were based on the results of 11th grade students who participated in the MBI, including five interviewed students and 51 students who completed the pre- and post-survey. The method of data collection was a concurrent mixed-methods approach including the Warwick Edinburgh Mental Wellbeing Survey (WEMWBS), Likert scale and open-ended survey questions, and interview questions. Quantitative results showed that students' well-being did not improve over the course of the MBI, and in fact, decreased due to normal fluctuations in the stress levels of the school year. However, encouragingly, more than half of the students utilized the mindfulness techniques outside of the classroom as positive coping skills for handling the pressures of their everyday lives. Additionally, students planned to continue using these mindfulness techniques in the future.

English

ISBN: 9798346738183Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Coping skills

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /
LDR:03287nmm a22004453i 4500 001 2436389
005 20251023092717.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346738183
035 $a (MiAaPQD)AAI31565255
035 $a AAI31565255
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Heller, Rebecca, $e author. $3 3827014
245 1 0 $a Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School / $c Rebecca Heller.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (215 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
500 $a Advisors: Weinberg, Andrea Committee members: Reeves-Blurton, Zachary; Henriksen, Danah.
502 $b Ed.D. $c Arizona State University $d 2024.
520 $a The purpose of this action research study was to assist students coping with the pressures of attending a high achieving school by devising and implementing a seven-week mindfulness-based intervention (MBI) to raise overall student well-being. Additionally, it was hoped that the students would use the mindfulness techniques as positive coping skills to combat stressors in their everyday lives. Students from high achieving schools are under intense pressures and stressors, so much so that they are considered at-risk for thriving into adulthood. Eleventh grade students from a high achieving independent school in California were introduced to and had the opportunity to practice seven different mindfulness techniques in their weekly advisory class. In order to personalize the MBI, students were introduced to the concept of mindfulness and asked to set an intention of the way(s) they felt mindfulness could help them. The findings were based on the results of 11th grade students who participated in the MBI, including five interviewed students and 51 students who completed the pre- and post-survey. The method of data collection was a concurrent mixed-methods approach including the Warwick Edinburgh Mental Wellbeing Survey (WEMWBS), Likert scale and open-ended survey questions, and interview questions. Quantitative results showed that students' well-being did not improve over the course of the MBI, and in fact, decreased due to normal fluctuations in the stress levels of the school year. However, encouragingly, more than half of the students utilized the mindfulness techniques outside of the classroom as positive coping skills for handling the pressures of their everyday lives. Additionally, students planned to continue using these mindfulness techniques in the future.
546 $a English
590 $a School code: 0010
650 4 $a Education. $3 516579
650 4 $a Educational psychology. $3 517650
650 4 $a Educational sociology. $3 519608
650 4 $a Higher education administration. $3 2122863
653 $a Coping skills
653 $a High achieving school
653 $a High school
653 $a Mindfulness-based intervention
653 $a Well-being
690 $a 0515
690 $a 0525
690 $a 0340
690 $a 0446
710 2 $a Arizona State University. $b Leadership and Innovation. $e degree granting institution. $3 3759071
720 1 $a Weinberg, Andrea $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05A.
790 $a 0010
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31565255