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Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study

Wimmer, Lena Franziska, von Stockhausen, Lisa, Bellingrath, Silja (2019) Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study. Open Psychology, 1 (1). pp. 69-93. ISSN 2543-8883. (doi:10.1515/psych-2018-0006) (KAR id:72027)

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Regulatory abilities such as self-regulation and stress regulation are key predictors of essential developmental outcomes, including intellectual and socioemotional milestones as well as academic achievement. Preadolescence has been proposed as a period that is crucial for training these abilities. The present pilot study investigated the effects of mindfulness training on preadolescents‘ regulatory abilities and school-related outcomes. A group of 34 fifth graders received either mindfulness training (experimental group), Marburg Concentration Training (alternative treatment group), or no treatment (passive control group) and were monitored over a four-month intervention period. Regulatory abilities were assessed first, with two self-report questionnaires that operationalized impulsivity and coping with stress, respectively. Second, physical stress regulation was examined on the basis of diurnal cortisol as well as salivary ?-amylase (sAA) profiles. Finally, school-related outcomes were measured with a paperpencil based performance test of verbal memory. Results show that impulsivity increased in all groups over time, whereas there were no significant training effects on self-reported coping with stress. Both training groups showed more adaptive physiological stress regulation in terms of steeper diurnal cortisol slopes and marginally less pronounced sAA awakening responses, however, with respect to physiological measures, no data of the passive control group are available. With respect to school-related outcomes, the results indicate a slight superiority regarding verbal memory for the mindfulness training group compared to the Marburg Concentration Training group.

Item Type: Article
DOI/Identification number: 10.1515/psych-2018-0006
Uncontrolled keywords: mindfulness; Marburg Concentration Training; self-regulation; stress regulation; academic achievement; preadolescence
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User: Lena Wimmer
Date Deposited: 27 Jan 2019 08:19 UTC
Last Modified: 09 Dec 2022 04:11 UTC
Resource URI: (The current URI for this page, for reference purposes)
Wimmer, Lena Franziska:
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