Data Analyses: Fostering self-regulation through mindful yoga in middle schoolers
- Independent samples t tests were used to look for differences between the intervention and active control groups
- Repeated measures ANOVAs were run. The group was the between-subjects factor. Time was the within-subjects factor. Post hoc tests were also completed to detect the effect of each group at different times.
- A feasibility assessment was also conducted to analyse qualitative data. This study looked at “(a) class time required to effectively implement mindful yoga in the classroom (b) teacher’s experience integrating the practice into the curriculum while meeting primary teaching requirements; (c) student receptivity to the practice in the classroom; and (d) parent feedback and receptivity.” (Bergen-Cico et al., 2015)
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Psychology
Social Science
Empirical Science
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Goals: Fostering self-regulation through mindful yoga for middle schoolers
Introduction and literature review: Fostering self-regulation through mindful yoga for middle schoolers
Self-Regulation defined by Bergen-Cico (2015)
Method: Fostering self-regulation through mindful yoga for middle schoolers
Procedure: Fostering self-regulation through mindful yoga for middle schoolers
Measures: Self-Regulation through mindful yoga for middle schoolers
Data Analyses: Fostering self-regulation through mindful yoga in middle schoolers
Results: Fostering self-regulation through mindful yoga for middle schoolers
Discussion: Fostering self-regulation through mindful yoga in middle schoolers
Limitations: Fostering self-regulation through mindful yoga for middle schoolers