Advanced

Cultivating awareness at school. Effects on effortful control, peer relations and well-being at school in grades 5, 7, and 8

Terjestam, Yvonne; Bengtsson, Hans LU and Jansson, Alexander (2016) In School Psychology International 37(5). p.456-469
Abstract (Swedish)
Effects of a mindfulness-based program, Compassion and Attention in the Schools (Compas), were studied in 358 pupils in grades 5, 7, and 8 in Sweden. An experimental group undertook Compas practices in class three times a week during an eight-week period. A control group undertook content area academic lessons . Pre-/post-intervention analyses showed a significant improvement in the experimental group, but not in the control group, in pupils’ capacity for effortful control, feelings of well-being at school and perceived peer relations. The positive effect of training increased with the number of times the participants took part in the training for all but one of the measures (general stress). Compas seems to be a useful tool for enhancing... (More)
Effects of a mindfulness-based program, Compassion and Attention in the Schools (Compas), were studied in 358 pupils in grades 5, 7, and 8 in Sweden. An experimental group undertook Compas practices in class three times a week during an eight-week period. A control group undertook content area academic lessons . Pre-/post-intervention analyses showed a significant improvement in the experimental group, but not in the control group, in pupils’ capacity for effortful control, feelings of well-being at school and perceived peer relations. The positive effect of training increased with the number of times the participants took part in the training for all but one of the measures (general stress). Compas seems to be a useful tool for enhancing pupils’ effortful control, well-being at school and peer relations. (Less)
Abstract
Effects of a mindfulness-based program, Compassion and Attention in the Schools (Compas), were studied in 358 pupils in grades 5, 7, and 8 in Sweden. An experimental group undertook Compas practices in class three times a week during an eight-week period. A control group undertook content area academic lessons . Pre-/post-intervention analyses showed a significant improvement in the experimental group, but not in the control group, in pupils’ capacity for effortful control, feelings of well-being at school and perceived peer relations. The positive effect of training increased with the number of times the participants took part in the training for all but one of the measures (general stress). Compas seems to be a useful tool for enhancing... (More)
Effects of a mindfulness-based program, Compassion and Attention in the Schools (Compas), were studied in 358 pupils in grades 5, 7, and 8 in Sweden. An experimental group undertook Compas practices in class three times a week during an eight-week period. A control group undertook content area academic lessons . Pre-/post-intervention analyses showed a significant improvement in the experimental group, but not in the control group, in pupils’ capacity for effortful control, feelings of well-being at school and perceived peer relations. The positive effect of training increased with the number of times the participants took part in the training for all but one of the measures (general stress). Compas seems to be a useful tool for enhancing pupils’ effortful control, well-being at school and peer relations. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
social development, mindfulness, education, effortful control, early adolescence, School psychology
in
School Psychology International
volume
37
issue
5
pages
456 - 469
publisher
SAGE Publications
external identifiers
  • Scopus:84989233184
  • WOS:000385350800002
ISSN
0143-0343
DOI
10.1177/0143034316658321
language
English
LU publication?
yes
id
11d08612-c4a6-4ef3-b095-d0ac673a9bc2
date added to LUP
2016-08-23 19:36:42
date last changed
2017-01-01 08:32:30
@article{11d08612-c4a6-4ef3-b095-d0ac673a9bc2,
  abstract     = {Effects of a mindfulness-based program, Compassion and Attention in the Schools (Compas), were studied in 358 pupils in grades 5, 7, and 8 in Sweden. An experimental group undertook Compas practices in class three times a week during an eight-week period. A control group undertook content area academic lessons . Pre-/post-intervention analyses showed a significant improvement in the experimental group, but not in the control group, in pupils’ capacity for effortful control, feelings of well-being at school and perceived peer relations. The positive effect of training increased with the number of times the participants took part in the training for all but one of the measures (general stress). Compas seems to be a useful tool for enhancing pupils’ effortful control, well-being at school and peer relations. },
  author       = {Terjestam, Yvonne and Bengtsson, Hans and Jansson, Alexander},
  issn         = {0143-0343},
  keyword      = {social development,mindfulness,education,effortful control,early adolescence,School psychology},
  language     = {eng},
  month        = {06},
  number       = {5},
  pages        = {456--469},
  publisher    = {SAGE Publications},
  series       = {School Psychology International},
  title        = {Cultivating awareness at school. Effects on effortful control, peer relations and well-being at school in grades 5, 7, and 8},
  url          = {http://dx.doi.org/10.1177/0143034316658321},
  volume       = {37},
  year         = {2016},
}