Education Commons^™

Thinking About Thinking: Children’S Awareness And Development Of Metacognitive Emotion Regulation, Reilly Rowland

UNLV Theses, Dissertations, Professional Papers, and Capstones

Metacognitive emotion regulation is a complex system of our underlying thinking that contributes to the emotions that we endure. By gaining an understanding of this concept, young children can learn various strategies, e.g. cognitive reappraisal, problem solving, and delayed gratification, to help alter their thoughts and/or goals to alleviate negative emotion. Thus, they are able to increase their confidence in their own metacognitive emotion regulation abilities and awareness. This study explored the awareness of young children and their metacognitive emotion regulation abilities, the strategies that young children take part in to try and control negative emotion, and the learning strategies …

A Chc Theoretical Approach To Examining Cognitive And Academic Deficits Among Students With Adhd Using A Three-Battery Approach, Jacqueline Scott Hart

UNLV Theses, Dissertations, Professional Papers, and Capstones

Current research into ADHD and Cattell-Horn-Carroll (CHC) factor scores has been examined (Rowland, 2013; Sjöwall, Roth, Lindqvist, & Thorell, 2013), but few studies have evaluated the discrepancies in CHC factor scores of students diagnosed with ADHD compared to healthy controls using the updated Woodcock-Johnson ® IV (WJ IV™) three-battery configuration. With little research on the WJ-IV three-battery configuration, this study expands on the limited research into the discrepancies among students with ADHD compared to healthy controls using CHC factor scores.

Subjects for this study were obtained from 12 schools in a large urban district in northwestern Arizona and standardization data …

Microdosing Mindfulness: Understanding The Effects Of Brief Mindfulness Meditation In Children With Adhd, Marcus D. Gottlieb

Electronic Thesis and Dissertation Repository

Mindfulness Meditation (MM) is receiving increased empirical support as a method for addressing ADHD symptomology. Research shows that MM interventions lasting weeks or months promote key aspects of cognitive and psycho-emotional functioning in youth with ADHD. Using a pre-post within-subjects design, we sought to determine whether a single MM session supports neurocognitive and/or psycho-emotional functioning in youth with ADHD. Sixteen participants aged 10-14 completed measures of executive and psycho-emotional functioning before/after a 10-minute MM session and silent reading control. Functional neuroimaging assessed whether MM supported changes in prefrontal cortex (PFC) activation during cognitive tasks. We found that a single MM …