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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorCochrum, Caleb Denveren
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.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshPhysical sciencesen
dc.subject.lcshHigh school studentsen
dc.subject.lcshMindfulness (Psychology)en
dc.subject.lcshSocial learningen
dc.titleMindfulness-based social emotional learning in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2021 by Caleb Denver Cochrumen, Graduate Committee: Marcie Reuer; Nick Childsen of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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