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Full-Text Articles in Education
Attention Regulation, Emotion Regulation, And Cognitive Flexibility As Mediators Of The Relationship Between Mindfulness And Academic Achievement In High School Students, Andrew Baginski
Masters Theses
Mindfulness is defined as a process of purposefully paying attention to one’s thoughts, feelings, and experiences in the present moment while taking a nonjudgmental stance on them (Kabat-Zinn, 2009). While originally an Eastern approach technique in spirituality and philosophy, mindfulness has been incorporated into or served as a basis for numerous psychological therapies and treatments (Segal, Williams, & Teasdale, 2002; Kabat-Zinn, 1982, 1990). Research into mindfulness has expanded to the context of learning, where studies have demonstrated that facilitative states of mindfulness can improve the abilities of students to focus, attend, and recall information in an educational setting (Langer, 1997). …
Examination Of Teachers' Perceptions Of The Importance Of Academic Enablers, Feasibility Of Academic Enabler Instruction, And Academic Enabler Instruction Practices, Amy M. Whitcomb
Masters Theses
Academic enablers are beliefs, attitudes, and behaviors that help an individual to succeed academically. The four academic enablers identified by DiPerna and Elliott (2000) and measured by the Academic Competence Evaluation Scales (DiPerna & Elliott, 2000) include engagement, interpersonal skills, motivation, and study skills. A wealth of literature has detailed the critical importance of academic enablers to academic success, as well as identified specific ways which teachers can instruct students in development of these skills. While DiPerna and Elliott (2000) note that teachers' perceptions of the importance of these skills and related behaviors can assist in informing intervention for individual …