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Showing 1 to 15 of 16 results Save | Export
Lisa Flook; Matthew J. Hirshberg; Lori Gustafson; Chad McGehee; Cara Knoeppel; Lawrence Y. Tello; Daniel M. Bolt; Richard J. Davidson – Grantee Submission, 2024
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5th…
Descriptors: Metacognition, Executive Function, Social Emotional Learning, Elementary School Students
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Matteo Giuriato; Nicola Lovecchio – Journal on Efficiency and Responsibility in Education and Science, 2025
Aim: This study investigates the impact of an enhanced physical education (PE) program on attentional functions in middle school students. The aim is to evaluate whether increasing physical education hours, emphasizing cognitive tasks and team-based activities, could positively influence students' executive functions. Methods: The study involved…
Descriptors: Physical Education, Program Effectiveness, Attention, Middle School Students
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Dimitris Chatzopoulos; Eleni Mouchou-Moutzouridou; Panagiotis Papadopoulos; Georgios Katsanis; Vassilios Panoutsakopoulos – International Electronic Journal of Elementary Education, 2023
Active breaks (AB) are short periods of physical activity in the classroom. The purpose of this study was to compare the acute effects of 5-minute dance break with an aerobic and a sedentary group on the executive functions, math performance and enjoyment of elementary school children. A total of 67 children (10.41±.13 years) of three fifth grade…
Descriptors: Foreign Countries, Physical Activities, Dance, Executive Function
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Cai, Dan; Zhao, Jing; Chen, Zhijun; Liu, Di – Journal of Learning Disabilities, 2023
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10…
Descriptors: Children, Elementary School Students, Executive Function, Training
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Kelly B. Cartwright; Sierra R. Palian – Educational Psychologist, 2024
Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…
Descriptors: Executive Function, Reading Instruction, Grade 1, Grade 2
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Looney, Lisa; Wong, Eugene H.; Rosales, Kevin P.; Rosales, Florissell; Tirado, Gisselle – School Psychology International, 2023
Considerable research has documented the impact of teacher perceptions on students' academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences…
Descriptors: Teacher Attitudes, Short Term Memory, Executive Function, Academic Achievement
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Brown, Lindsay E.; Kim, Ha Yeon; Tubbs Dolan, Carly; Brown, Autumn; Sklar, Jennifer; Aber, J. Lawrence – Journal of Research on Educational Effectiveness, 2023
Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affected contexts. In this article, we present experimental evidence of the impact of a remedial tutoring program on academic outcomes from a two-level…
Descriptors: Low Income Groups, Foreign Countries, Low Achievement, Program Effectiveness
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Jenelle Nissley-Tsiopinis; Thomas J. Power; Phylicia F. Fleming; Katie L. Tremont; Bridget Poznanski; Shannon Ryan; Jaclyn Cacia; Theresa Egan; Cristin Montalbano; Alex Holdaway; Ami Patel; Richard Gallagher; Howard Abikoff; A. Russell Localio; Jennifer A. Mautone – Grantee Submission, 2024
Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners…
Descriptors: Elementary School Students, Homework, Academic Achievement, Intervention
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Aadland, Katrine Nyvoll; Ommundsen, Yngvar; Anderssen, Sigmund Alfred; Brønnick, Kolbjørn Selvåg; Moe, Vegard Fusche; Resaland, Geir Kåre; Skrede, Turid; Stavnsbo, Mette; Aadland, Eivind – Scandinavian Journal of Educational Research, 2019
The purpose of this study was to examine the effects of a seven-month curriculum prescribed physical activity (PA) intervention (the Active Smarter Kids [ASK] intervention) on executive functions in 10-year-old Norwegian children. A linear mixed model was used to analyze data from 971-1,123 fifth grade children at 28 intervention schools and 29…
Descriptors: Foreign Countries, Physical Activities, Intervention, Executive Function
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Onwumere, Dora D.; Cruz, Yamaris M.; Harris, Lauren I.; Malfucci, Katherine A.; Seidman, Steven; Boone, Cynthia; Patten, Kristie – Journal of Occupational Therapy, Schools & Early Intervention, 2021
A growing number of autistic students enter the school system, many with the capabilities of doing grade-level work. For these students, there seems to be a lack of focus on executive functioning, self-regulation, daily living skills (DLS), and self-determination. The Independence Curriculum (IC) is a set of units addressing identified areas of…
Descriptors: Middle School Students, Autism, Pervasive Developmental Disorders, Curriculum
Soliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Peisner-Feinberg, E. – FPG Child Development Institute, 2023
Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…
Descriptors: Longitudinal Studies, Preschool Education, Kindergarten, Grade 4
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Gatz, Jennifer; Kelly, Angela M.; Clark, Sheri L. – Journal of Early Adolescence, 2019
This study explored the effects of a middle school physical activity intervention for adolescent girls on the executive functioning involved in science learning. The girls, ages 11 to 14, were at risk for low self-esteem, sedentary lifestyle, and poor health outcomes. Executive function stems from interdependent cognitive control processes that…
Descriptors: At Risk Students, Middle School Students, Females, Executive Function
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Hecht, Mindy Feldman; Garber, Carol Ewing – Journal of School Health, 2021
Background: High volumes of school-based sedentary time may impact academic achievement and executive function negatively. This study evaluated a multimodal classroom program's (POWER) effect on fifth graders' physical activity (PA) and executive function. Methods: Six 5th grade classes (3 = intervention [POW]; 3 = waitlist control [CONT]) in 2…
Descriptors: Executive Function, Physical Activity Level, Principals, Administrator Attitudes
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Carl Sumi; Michelle Woodbridge; Elisa Garcia; Xin Wei; Patrick Thornton; Jennifer Nakamura – Society for Research on Educational Effectiveness, 2021
Background: Students who do not acquire social and emotional skills are at risk for a range of negative outcomes that include emotional and behavioral disabilities, lower school achievement and school failure, peer rejection, substance abuse, and school dropout (Downer & Pianta, 2006; Riggs et al., 2006 Quinn & Poirier, 2004). Tools for…
Descriptors: Teaching Methods, Social Emotional Learning, Cognitive Restructuring, Behavior Modification
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Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele – Developmental Psychology, 2015
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th…
Descriptors: Cognitive Development, Social Development, Emotional Development, Elementary School Students
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