Exploring Children's Self-Regulation for Learning Within a Mindfulness-Based Social and Emotional Learning Program

• In Event: Poster Session 5
  In Poster Session: Social and Cultural Processes in Motivation Research

Abstract

Self -regulation for learning (SR/L) involves metacognition, motivation, and strategic action. The present study examined children’s development of SR/L within a mindfulness-based social and emotional learning program in 10 kindergarten classrooms (N = 140 children). We asked: (1) what are the observed changes in children’s SR/L over the program? (2) How are (a) demographic variables and (b) teacher factors, related to changes in children’s SR/L? Teacher ratings of children’s SR/L, and their teaching efficacy and stress were analyzed using a repeated measures ANOVA and block regressions. Results revealed statistically significant increases in children’s SR/L during program implementation, and sex and grade were statistically significant predictors of children’s SR/L. Finally, teachers reported qualitative increases in children’s SR/L behaviours.

Authors

• Devon Trower, King's University College at Western University

• Lynda Ruth Hutchinson, King's University College

• Claire Crooks, University of Western Ontario