Effects of Mindfulness on Adolescents’ Emotion Regulation and Academic Success

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Abstract:

The study aimed to understand the effect of mindfulness on the adolescents’ emotional regulation and academic success. The specific objectives of the study included: to establish the effects of mindfulness based interventions on adolescents’ emotion regulation, to establish effect of mindfulness on academic success; and to establish the relationship between emotion regulation on adolescents’ academic success. The current quasi-experiment study was carried out in Murera and Theta secondary schools in Juja Sub-county in Kiambu County. Purposive sampling was used to select the respondent with the final sample size being 114 (62 experimental, 52 control) aged 15-19 years old. The result of the study on the findings indicated that there were minimal differences (M =45.50, SD = 6.637) pre-intervention and (M = 47.68, SD = 9.097) post intervention. On the effects of mindfulness based interventions on adolescents’ academic success, the results revealed that there was significant differences t(59) = -4.236, p = 0.00 between the academic scores before and after the interventions with an effect size of 0.236. Finally, on the influence of emotional regulation on the adolescent academic success, the findings indicated that there was no statistically significant relationship (r = 0.098, p = 0.46) between emotional regulation and academic success among students. This study recommends that school counselors adopt mindfulness in their therapeutic interventions in order to improve student’s academic performance.

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Effects of Mindfulness on Adolescents’ Emotion Regulation and Academic Success

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