The Role of Executive Function in Children’s Mindfulness Experience
Bibliographic record
Abstract
Abstract Objectives The effects of a 6-week mindfulness program were examined to assess how executive function level played a role in students’ mindful experience. The effects of the mindfulness program were evaluated according to prospective outcomes across students’ level of executive function, in comparison to an active control group. Methods Classrooms were randomly assigned to a mindfulness-based program or a health-based active control group. Pre- and early adolescent students in the 5th to 8th grade ( N = 52) from two MindfulMe! program classrooms and two HealthyMe! program classrooms (active control group) completed self-reported pre-test and post-test measures to assess mindful attention awareness, strengths and difficulties, anxious arousal, rumination, and optimism. A composite score was created from student-, teacher-, and parent-reported BRIEF2 screening forms to determine students’ approximate level of executive function prior to the beginning of the program. Results There was a significant decrease in rumination for students in the mindfulness-based intervention when compared to the active controls. Findings suggest executive function predicted an individual’s change score in total difficulties, mindful attention awareness, optimism, and anxious arousal, after participating in a mindfulness-based intervention. Conclusions Mindfulness-based interventions appear to particularly benefit those with higher levels of executive function; however, an active control did not variably impact students according to their level of executive function.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".