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

Teaching Mindful Awareness Skills to...

Shoemaker, Kathy.

Linked to FindBook

Google Book

Amazon

博客來

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety./
Author:	Shoemaker, Kathy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	282 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282775
ISBN:	9781369769531

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.
Shoemaker, Kathy.

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 282 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Montclair State University, 2017.

This study examined the relationship between teaching mindful awareness skills to middle school students and both student engagement and test anxiety. The moderating effects of certain cultural characteristics (gender, race and ethnicity, socioeconomic status [SES], English as a second language [ESL], and disability status) on the relationship between teaching mindful awareness skills and both student engagement and test anxiety was also examined. A quasi-experimental pre-/post-test research design with a control group was employed. The Child and Adolescent Mindfulness Measure (CAMM), the Healthy Self-Regulation Scale (HSR), the Student School Engagement Measure (SSEM), and the brief version of the FRIEDBEN Test Anxiety Scale (B-FTAS) were administered at pre- and post-test. Two hundred eighty students assented to have their data used at pre-test and 242 students at post-test, which led to a matched dataset of 191 students. Due to a lack of fidelity of the control group, analysis was completed for the intervention group (N = 107) only. Data were analyzed to determine differences between pre- and post-test results and between demographic groups. Two separate hierarchical multiple linear regression analyses were conducted to investigate the predictability of teaching mindfulness directly and as moderated by the cultural characteristics of gender, race and ethnicity, SES, ESL and disability status to change students' engagement with school and students' level of test anxiety. Results indicated that post-test scores on the HSR predicted both student engagement and test anxiety, while post-test scores on the CAMM had a predictive relationship only with student engagement. Results were also analyzed at the subscale level providing further detail. Finally, students reported a high level of enjoyment learning mindfulness and half of students used mindfulness outside of class.

ISBN: 9781369769531Subjects--Topical Terms:

2144793
School counseling.

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.
LDR:02943nmm a2200313 4500 001 2163000
005 20181022104649.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369769531
035 $a (MiAaPQ)AAI10282775
035 $a (MiAaPQ)montclair:10095
035 $a AAI10282775
040 $a MiAaPQ $c MiAaPQ
100 1 $a Shoemaker, Kathy. $3 3351002
245 1 0 $a Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Dana Heller Levitt.
502 $a Thesis (Ph.D.)--Montclair State University, 2017.
520 $a This study examined the relationship between teaching mindful awareness skills to middle school students and both student engagement and test anxiety. The moderating effects of certain cultural characteristics (gender, race and ethnicity, socioeconomic status [SES], English as a second language [ESL], and disability status) on the relationship between teaching mindful awareness skills and both student engagement and test anxiety was also examined. A quasi-experimental pre-/post-test research design with a control group was employed. The Child and Adolescent Mindfulness Measure (CAMM), the Healthy Self-Regulation Scale (HSR), the Student School Engagement Measure (SSEM), and the brief version of the FRIEDBEN Test Anxiety Scale (B-FTAS) were administered at pre- and post-test. Two hundred eighty students assented to have their data used at pre-test and 242 students at post-test, which led to a matched dataset of 191 students. Due to a lack of fidelity of the control group, analysis was completed for the intervention group (N = 107) only. Data were analyzed to determine differences between pre- and post-test results and between demographic groups. Two separate hierarchical multiple linear regression analyses were conducted to investigate the predictability of teaching mindfulness directly and as moderated by the cultural characteristics of gender, race and ethnicity, SES, ESL and disability status to change students' engagement with school and students' level of test anxiety. Results indicated that post-test scores on the HSR predicted both student engagement and test anxiety, while post-test scores on the CAMM had a predictive relationship only with student engagement. Results were also analyzed at the subscale level providing further detail. Finally, students reported a high level of enjoyment learning mindfulness and half of students used mindfulness outside of class.
590 $a School code: 0759.
650 4 $a School counseling. $3 2144793
650 4 $a Developmental psychology. $3 516948
650 4 $a Middle school education. $3 969762
690 $a 0519
690 $a 0620
690 $a 0450
710 2 $a Montclair State University. $b Counseling and Educational Leadership. $3 3177768
773 0 $t Dissertation Abstracts International $g 78-10A(E).
790 $a 0759
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282775