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Dusty Columbia Embury; Michael Embury; Kelly Waterbury; James Beers – Gifted Child Today, 2025
In this study, we used an action research approach and quantitative and qualitative data to investigate the need for, implementation of, and outcomes of a mindfulness curriculum with 52 fourth-grade students identified as having gifts and talents. We gathered data throughout the 15-week semester of implementing a mindfulness curriculum. Regular…
Descriptors: Elementary School Students, Academically Gifted, Curriculum Implementation, Metacognition
Mertens, Esther C. A.; Dekovic, Maja; van Londen, Monique; Reitz, Ellen – Prevention Science, 2022
The aim of the present study was to examine whether early adolescents' positive development (i.e., resilience and psychological wellbeing) could be enhanced by stimulating three dimensions of self-awareness: emotional self-regulation, self-esteem, and self-reflection. An experimental field study (randomized controlled trial) was conducted. Seventh…
Descriptors: Metacognition, Resilience (Psychology), Well Being, Mental Health
Patsawee Rodcharoen; Alex Neuhauser; Isabelle Kalkusch; Simone Schaub; Andrea Lanfranchi; Peter Klaver; Niamh Oeri – Early Child Development and Care, 2024
Children from disadvantaged families are at greater risk of developing regulation difficulties. Research suggests that family-level resources such as parental education or income are related to self-regulation development. However, most studies looking at the role of family resources have used single estimators of socioeconomic status or applied a…
Descriptors: Family (Sociological Unit), At Risk Persons, Self Control, Behavior Change
Pesce, Caterina; Lakes, Kimberley D.; Stodden, David F.; Marchetti, Rosalba – Child Development, 2021
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in…
Descriptors: Intervention, Self Control, Physical Education, Elementary School Students
Stran, Brian M.; Chapin, Brad; Joy, Eileen E.; Stover, Brooke; Maffei, Alexandrea D. – Journal of Applied School Psychology, 2020
This article seeks to demonstrate the effectiveness of an age-specific, manualized self-regulation treatment approach, Self-Regulation Training System (SRTS). SRTS interventions were implemented through waitlist control design over a span of two months to students in fourth grade classes from eight different elementary schools in the Midwestern…
Descriptors: Self Control, Intervention, Grade 4, Elementary School Students
Huguet, Alice; Schwartz, Heather L.; Augustine, Catherine H. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…
Descriptors: Social Emotional Learning, Partnerships in Education, Case Studies, Elementary School Students
Niloofar Bavarian; Kendra M. Lewis; Stephanie Holloway; Luwissa Wong; Naida Silverthorn; David L. DuBois; Brian R. Flay; Carl Siebert – Grantee Submission, 2022
Background: The Theory of Triadic Influence (TTI) provides a comprehensive framework for understanding adolescent substance use. Objectives: We examined mechanisms by which a TTI-guided social-emotional and character development program, "Positive Action" (PA), influences adolescent substance use. Study data come from the PA-Chicago,…
Descriptors: Social Emotional Learning, Student School Relationship, Student Attitudes, Rating Scales
Luesse, Hiershenee B.; Luesse, Joseph E.; Lawson, Jordan; Koch, Pamela A.; Contento, Isobel R. – Health Education & Behavior, 2019
Background: Highly processed foods are inexpensive and abundant in our food supply, nutritionally poor, and disproportionately marketed to minority youth. This study is part of a curriculum development project to develop, implement, and evaluate the "In Defense of Food" (IDOF) curriculum designed to increase intake of whole/minimally…
Descriptors: Food, After School Education, Nutrition, Curriculum Development
Jung, Lee Ann; Smith, Dominique – Educational Leadership, 2018
Charts that keep (public) track of whether a student's behavior is in some equivalent of a red (problem), yellow, or green ("well-behaved") zone are ubiquitous in elementary schools. This strategy based on shaming students is due to be retired because (1) it promotes only compliance, not social-emotional learning; (2) charts don't teach…
Descriptors: Charts, Student Behavior, Behavior Problems, Elementary School Students
Karlsson, Yvonne – Emotional & Behavioural Difficulties, 2019
The overall aim of this article is to analyse how a school's special needs unit in Sweden deals with children's agency and category work as they negotiate and categorise the problems that are encountered there. The data derive from an ethnographic study conducted in a Swedish special educational needs unit (SENU) attended by a group of five boys…
Descriptors: Males, Socialization, Attention Deficit Hyperactivity Disorder, Peer Relationship
Brandone, Amanda C.; Klimek, Brittany – Journal of Cognition and Development, 2018
In everyday life, we use folk theories about the mind and behavior to understand ourselves and others. An important part of our folk theory of mind is our intuitions about the role of the self in mental functioning--namely, whether the self is able to control each mental operation. The current study explored beliefs about the nature of control…
Descriptors: Theory of Mind, Folk Culture, Self Concept, Cognitive Ability
Deutsch, Nancy L.; Reitz-Krueger, Cristina L.; Henneberger, Angela K.; Futch Ehrlich, Valerie A.; Lawrence, Edith C. – Journal of Adolescent Research, 2017
Group mentoring is an increasingly popular intervention, but is still under-studied. This article reports findings from a qualitative study of the Young Women Leaders Program (YWLP), a combined group and one-on-one mentoring program for early adolescent girls. Protégés (n = 113) were interviewed post-program about changes they made as a result of…
Descriptors: Problem Solving, Mentors, Study Habits, Females
Lin, Shyh-ming – Environmental Education Research, 2016
This study applied environmental behavioural theories to develop a personal carbon footprint management system and used persuasive technology to implement it. The system serves as an educational system to improve the determinants of students' low-carbon behaviours, to promote low-carbon concepts and to facilitate their carbon management. To assess…
Descriptors: Sustainable Development, Conservation (Environment), Ecology, Natural Resources
Houghton, Stephen; Carroll, Annemaree; Zadow, Corinne; O'connor, Emma Sanders; Hattie, John; Lynn, Sasha – Emotional & Behavioural Difficulties, 2017
Children with early-onset conduct problems (EOCP) and callous-unemotional (CU) traits are highly resistant to treatment and cost society significantly more than their healthy counterparts. Employing a multiple baseline design, 13 males (9.0-10.2 years of age) with a history of school suspensions were sequentially introduced to KooLKIDS, a…
Descriptors: Behavior Problems, Emotional Disturbances, Intervention, At Risk Students
Schmidt, Alex; Canela, Carlos – Society for Research on Educational Effectiveness, 2015
Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as "being at risk of confirming, as self-characteristic, a…
Descriptors: Middle School Students, Grade 6, Grade 7, Grade 8
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