Mindfulness-based social emotional learning in the science classroom

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorCochrum, Caleb Denveren
dc.date.accessioned2022-07-08T17:48:05Z
dc.date.available2022-07-08T17:48:05Z
dc.date.issued2021en
dc.description.abstractThis study evaluated the impact of implementing daily mindfulness and biweekly social emotional learning lessons into a sophomore level Physical Science classroom. Qualitative and quantitative data collected through student surveys, attendance data, content-based assessments, was analyzed to assess the overall impact on student learning, classroom culture, and student self-efficacy. Results indicate that the use of mindfulness and social emotional learning curricula significantly improves classroom culture, while also having a marginally positive impact on academic performance and student self-efficacy.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/16480en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2021 by Caleb Denver Cochrumen
dc.subject.lcshPhysical sciencesen
dc.subject.lcshHigh school studentsen
dc.subject.lcshMindfulness (Psychology)en
dc.subject.lcshSocial learningen
dc.subject.lcshEmotionsen
dc.subject.lcshSelf-efficacyen
dc.titleMindfulness-based social emotional learning in the science classroomen
dc.typeProfessional Paperen
mus.data.thumbpage57en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: Marcie Reuer; Nick Childsen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage66en

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