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.
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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