Increasing Attention and Working Memory in Elementary Students Using Mindfulness Training Programs

Abstract

Short attention or attention deficit among children is now a problem for students. It affects many aspects of daily life, such as restlessness or lack of concentration, which affects the learning effectiveness in their studies. Mindfulness training, systematic training of the mind with a focus on attention and self-regulation, helps improve attention and has a negative relationship with stress. This research was to investigate the effects of mindfulness training in elementary students by comparing the mean scores of response accuracy and reaction time. The sample consisted of 60 elementary students, randomly assigned into groups, the first group being those trained with the audiovisual mindfulness program, and the second being the control group. The training program took place over four weeks, three days per week, and 30 minutes per day. The main finding of this research was that the mean response accuracy scores for attention and working memory after audiovisual mindfulness training, and without training revealed that scores of attention and working memory of the experimental group was higher than those of the control group. However, the response time for attention and working memory of the groups were not different.