Author: Franco C1, Amutio A2, López-González L3, Oriol X4, Martínez-Taboada C2
Affiliation: <sup>1</sup>Department of Psychology, Faculty of Educational Sciences, University of Almería Almería, Spain.
<sup>2</sup>Department of Social Psychology and Methodology of the Behavioral Sciences, Faculty of Psychology, University of the Basque Country San Sebastian, Spain.
<sup>3</sup>Institute of Educational Sciences, University of Barcelona Barcelona, Spain.
<sup>4</sup>Department of Management and Public Policies, Universidad de Santiago de Chile Santiago, Chile.
Conference/Journal: Front Psychol.
Date published: 2016 Sep 22
Other:
Volume ID: 7 , Pages: 1385 , Word Count: 151
Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students. Methods: A randomized controlled trial with pre-test-post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used. Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure. Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.
KEYWORDS: aggressiveness; impulsivity; mindfulness; school failure; students
PMID: 27713709 DOI: 10.3389/fpsyg.2016.01385