Mindfulness and academic achievement in secondary school students

Abstract

Have emerged within the clinical psychology research on the so-called mindfulness. This term is used to describe a state of care and full consciousness is that the person should concentrate on its current active, having a contemplative all perceptions and sensations experienced at the time they occur, without ratings. There is some research in the field school that show the influence of an intervention in mindfulness to enhance academic achievement. We believe that the development of mindfulness in schools may be paramount for student learning and their emotional development and emotional. However, a first step in the implementation of mindfulness the school level is to design tools to evaluate and identify this new construct, and will allow us to measure how much "mindfulness" is a student and how this affects their academic achievement. With a sample of 344 students from 1 and 2 of ESO, we have confirmed the relationship between mindfulness and academic achievement measured globally.

Key words: Attention, mindfulness, academic achievement, students, secondary school