Mindfulness-based program effectiveness on high school student hope, engagement, and academic achievement in the western United States : a quantitative examination.

Aguirre, Arielle A., 1990-

Mindfulness-based program effectiveness on high school student hope, engagement, and academic achievement in the western United States : a quantitative examination.

dc.contributor.advisor	Vaughn, Shelby D.
dc.creator	Aguirre, Arielle A., 1990-
dc.date.accessioned	2024-08-13T22:08:54Z
dc.date.available	2024-08-13T22:08:54Z
dc.date.created	2024-05
dc.date.issued	2024-05
dc.date.submitted	May 2024
dc.date.updated	2024-08-13T22:08:56Z
dc.description.abstract	The mental health crisis is on the rise, and adolescents are reporting higher levels of anxiety and depression. High school students’ academic achievement, engagement, and hope for goal attainment are decreasing due to their mental health. The purpose of this study is to examine the effectiveness of mindfulness-based programs (MBPs) on high school students’ academic achievement, classroom engagement, and hope. The theory used in this quantitative study is Snyder’s (1995) hope theory, which focuses on the importance of hope in achieving goals and overcoming obstacles through motivation and adaptability. This quantitative quasi-experimental study investigates the effectiveness of MBPs on high school student academics, engagement, and hope. Through purposeful convenience sampling, two groups of high school students (n = 30) participated in the research. The participants’ ages ranged from 15–17, with 46.67% identifying as male (n = 14), 50% identifying as female (n = 15), and 6.67% identifying as nonbinary (n = 1). The experimental group participated in an MBP intervention facilitated by a trained teacher. The control group received no intervention for comparison. Academic grades, Mindful Attention Awareness Scale, and Children’s Hope Scale scores were collected for pre- and post-test comparisons. This study revealed that students who participated in an MBP had a higher median grade average than those who did not. However, after MBP implementation, students showed a 4% increase in grade percentage. Although not statistically significant, there was a medium effect size (d = .36), which shows practical significance for the experimental group (n = 14). Additionally, this study shows that MBPs have no impact on classroom engagement or on student hope. This study has implications for school districts, administration, and teachers to combat declining student mental well-being. With the rise of anxiety and depression among students, interventions within the education system are needed to provide students with the skills to regulate their emotions in a positive way. Mindfulness allows students to ground themselves in the present moment toward academic success and hope for a positive future.
dc.format.mimetype	application/pdf
dc.identifier.uri
dc.identifier.uri	https://hdl.handle.net/2104/12948
dc.rights.accessrights	Worldwide access
dc.title	Mindfulness-based program effectiveness on high school student hope, engagement, and academic achievement in the western United States : a quantitative examination.
dc.type	Thesis
dc.type.material	text
thesis.degree.department	Baylor University. School of Education.
thesis.degree.grantor	Baylor University
thesis.degree.name	Ed.D.
thesis.degree.program	Learning & Organizational Change
thesis.degree.school	Baylor University