Journal of the Korean Society of School Health (한국학교보건학회지)

The Korean Society of School Health (한국학교보건학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of the Effects of an Elementary School Meditation Program: Self-Esteem, Self-Regulation, Sustained Attention, and Self-Control

초등학교 명상 프로그램의 효과분석: 자기존종, 자기조절, 지속적주의력, 자기통제력을 중심으로

  • Mihan Kim (College of Nursing, Kyungil University) ;
  • Eun-Hi Choi (College of Nursing, Eulji University) ;
  • Hyeyoung Kim (Division of Culinary Arts, Woosong University)
  • 김미한 (경일대학교 간호대학) ;
  • 최은희 (을지대학교 간호대학) ;
  • 김혜영 (우송대학교 외식조리학부)
  • Received : 2024.07.28
  • Accepted : 2024.08.12
  • Published : 2024.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: The purpose of this study was to determine the effectiveness of a mind substraction meditation program on students' self-esteem, self-regulation, sustained attention, and self-control in an elementary school. Methods: From May 30, 2022 to June 30, 2022, the program was implemented in three elementary schools in the metropolitan city of G, with the permission of the school principal and parents. In each elementary school, one class students participated in the meditation program and the other class was a control group. There were 63 students in the intervention group and 78 in the control, with one grade in each of the three schools. There were no dropouts and no missing data. The effectiveness of the intervention and control groups was tested using paired t-tests. Results: The intervention and control groups were homogeneous on general characteristics and key variables except for sustained attention. Sustained attention was higher in the control group than in the intervention group. The effect of the meditation program in the intervention group was statistically significant for self-respect (t=-4.23, p<.001), self-regulation (t=-5.10, p<.001), sustained attention (t=-.13, p<.001), and self-control (t=-3.79, p<.001). Conclusion: This study suggested that the meditation program could be applied as part of character education in elementary schools. Therefore, it is suggested that various types of meditation programs be applied in elementary schools.

Keywords

References

  1. Agnafors S, Barmark M, Sydsjo G. Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood. Social Psychiatry and Psychiatric Epidemiology. 2021;56(5):857-866. https://doi.org/10.1007/s00127-020-01934-5
  2. Dawson T. Rethinking educational assessment in light of a strong theory of development. Handbook of integrative Development; 2020. p. 423-450. https://www.researchgate.net/publication/340601746
  3. Oh YA. Development of horticultural activity program for improving psycho-emotional stability and attention in elementary school students [master's thesis]. Seoul: Konkuk University; 2019. p. 1-4.
  4. Lynch T, Davis SL, Johnson AH, Gray L, Coleman E, Phillips SR, et al. Definitions, theories, and measurement of stress in children. Journal of Pediatric Nursing. 2022;66:202-212. https://doi.org/10.1016/j.pedn.2022.07.008
  5. Sofianopoiou K, Bacopoulou F, Vlachakis D, Kokka L, Alexopoilos E, Varvogli L, et al. Stress management in elementary school students: a pilot randomised controlled trial. EMBnet Journal. 2021;26(1):e976. https://doi.org/10.14806/ej.26.1.976
  6. Jozefiak T, Wallander JL, Lydersen S. Change over 11-13 year periods in quality of life, emotional problems and negative stressful life events among 13-17 year old students. Child Psychiatry & Human Development. 2023;54(5):1415-1424. https://doi.org/10.1007/s10578-022-01325-8
  7. Puchol-Martinez I, Fernandez OV, Santed-German MA. Preventive interventions for children and adolescents of parents with mental illness: A systematic review. Clinical Psychology & Psychotherapy. 2023;30(5):979-997. https://doi.org/10.1002/cpp.2850
  8. Choi YS, Kim SY, Ryu S. Positive psychological personality education for prevention of school violence. Korean Elementary Moral Education Society. 2019;(63):221-251. https://doi.org/10.17282/ethics.2019..63.221
  9. Kim Y, Lee SY, Oh MK, Lee EJ, Kang MY. Develop mental health screening and case management linkages. Seoul: Health Promotion Initiative Support Unit; 2009.
  10. Won DR, Kim KH. Interrelational modeling of the effects of five facet mindfulness, meaning making and autonomous regulation of behavior on emotional well-being: the analysis of married women's daily life experience using the day reconstruction method. Korean Journal of Health Psychology. 2010;15(1):107-122. https://doi.org/10.17315/kjhp.2010.15.1.007
  11. Yoo YG, Lee EJ. The effect of mind subtraction meditation on emotional state of youth. Journal of Emotional & Behavioral Disorders. 2015;31(2):373-401. https://doi.org/10.1016/j.pedn.2015.12.001
  12. Lee IS, Kim MH, Park PS. The effects of maeum suryun meditation on the disability acceptance, self-esteem and self-efficacy in the youths with physical disability. The Journal of Inclusive Education. 2018;13(1):101-125. https://doi.org/10.26592/ksie.2018.13.1.101
  13. Woo M. Heaven's formula for saving the world. Seoul, Cham Books; 2005.
  14. Yun MR, Choi EH, Kim KA. Effects of mind subtraction meditation on the decrease of depression, anxiety, and stress response of adults with depression. The Korean Journal of Wellness. 2015;10(3):109-121.
  15. Lee YJ. 'Mind-Subtraction meditation' in youth character camp; elementary school upper grades students; self-esteem; self-control; quality of peer relationship [master's thesis]. Seoul: Yeonse University; 2019. p. 1-92.
  16. Kim MH. Comparison of the effect of maum meditation program on the depression, anxiety and self-esteem of the children and the juveniles. The Journal of the Korea Contents Association. 2012;12(4):338-348. https://doi.org/10.5392/JKCA.2012.12.04.338
  17. Kim MH, Yoo YG, Lee EJ, Son MK. The effect of maum meditation program on the aggression and autonomy of the children and the juveniles. Journal of Emotional & Behavioral Disorders. 2013;29(1):145-171.
  18. Handsman E. From Virtue to Grit: Changes in character education narratives in the U.S. from 1985 to 2016. Qualitative Sociology. 2021;44(1):279-291. https://doi.org/10.1007/S11133-021-09475-2
  19. Shin NM, Kim HY, Yun MR. The Effects of the mind-subtraction meditation program implemented as part of the free semester curriculum in middle school: Focusing on self reflection, concentration in class and happiness index. The Journal of Yeolin Education. 2012;26(4):225-249. https://doi.org/10.18230/tjye.2018.26.4.225
  20. Paananen M, Aro T, Koponen T, Viholainen H, Tolvanen A, Peura P, et al. Individual variations in sources of self-regulatory efficacy among elementary school pupils. Educational Psychology. 2023;43(9):1065-1083. https://doi.org/10.1080/01443410.2023.2281259
  21. Hyun J, Lim SH, Han MY, Lim HJ, Son KW. KEDI Personality test brief. Seoul: Korea Education Development; 2014.
  22. Park MS. Development of an attention concentration scale for middle school students. [dissertation] Seoul: Sudo International University; 2015. p. 1-126.
  23. Yoo YG. The effect of school-based mind subtraction meditation on self-esteem and grateful disposition of elementary students. The Journal of Child Education. 2016;25(2):87-118. https://doi.org/10.17643/KJCE.2016.25.2.05
  24. Choi JW. The effects of a MBSR-based mediation program on self-esteem and school maladjustment of elementary school students. Korean Journal of Meditation. 2018;8(1):67-89.
  25. Ruig NJ, Jong PF, Zee M. Stimulating elementary school students' self-regulated learning through high-quality interactions and relationships: a narrative review. Educational Psychology Review. 2023;35(71):1-34. https://doi.org/10.1007/s10648-023-09795-5
  26. Shields GS, Skwara AC, King BG, Zanesco AP, Dhabhar FS, Saron CD. Deconstructing the effects of concentration meditation practice on interference control: The roles of controlled attention and inflammatory activity. Brain, Behavior and Immunity. 2020;89:256-267. https://doi.org/10.1016/j.bbi.2020.06.034
  27. Krojgaard P, Sonne T, Lerebourg M, Lambek R, Kingo OS. Eight-year-olds, but not six-year-olds, perform just as well as adults when playing concentration: Resolving the enigma? Conscious and Cognition. 2019;69:81-94. https://doi.org/10.1016/j.concog.2019.01.015
  28. Gallen CL, Schaerlaeken S, Younger JW, Contributionium P, Anguera JA, Gazzaley A. Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports. 2023;13(1):1-11. https://doi.org/10.1038/s41598-023-29427-w
  29. Choi W, Yi KO. The effects of meditation on attention to elementary school students. The Korean Journal of Educational Psychology. 2010;24(3):545-562.
  30. Kim YM, Kim JY. The effects of meditation program on children's emotional stability and attentiveness. The Journal of Elementary Education Studies. 2007;14(1):1-25.