Program
Teaching M.A.
Year Approved
2019
First Advisor
Bergeland, John
Abstract
The purpose of this literature review on Mindfulness and metacognitive studies conducted in a school setting between 1983-2018 was twofold. The first was to investigate the effects of mindfulness on the academic, cognitive, and psychological outcomes of students in a school setting on the general student population as well as language learners. The second was to compare the effectiveness of various mindfulness techniques. In the majority of the studies, mindfulness, particularly Transcendental Meditation (TM), positively impacted student academic, cognitive, and psychological outcomes. Overall, this analysis supports the incorporation of routine mindfulness practice in any school curriculum.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Noblet, T. L. (2019). Effects of Mindfulness Practice on the Academic, Cognitive, and Psychological Outcomes of First and Second Language Learners: A Literature Review [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/471