Abstract

RAMOS MEJIA, Victoria; BARREYRO, Juan Pablo  and  FORMOSO, Jesica. Mindfulness Practice in School and Its Impact on Selective Attention, Sustained Attention, and Inhibitory Control in Children Aged 9 to 11. Rev. psicodebate: psicol. cult. soc. [online]. 2024, vol.24, n.1, pp.35-46.  Epub June 01, 2024. ISSN 2451-6600.  http://dx.doi.org/10.18682/pd.v24i1.10310.

The purpose of this study was to examine the impact of mindfulness training on selective attention, sustained attention, and inhibitory control in children aged 9 to 11. To achieve this, 114 students participated in the mindfulness program "Sitting Still Like a Frog" and were assessed before and after the program using tests that measure these variables. A quasi-experimental study with counterbalancing was conducted to minimize the learning effect, involving both an experimental group and a control group. The results indicated an impact of the mindfulness practice on the measure of selective attention, although no significant effects were observed for sustained attention or inhibitory control measures. Considering the role of attentional skills in children's academic activities, this outcome underscores the importance of contemplating mindfulness practices in the school context.

Keywords : mindfulness; selective attention; sustained attention; inhibitory control; children.

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