| Title |
Shelton, Jennifer_MED_2023 |
| Alternative Title |
Mind-Body Wellness in High School |
| Creator |
Shelton, Jennifer |
| Collection Name |
Master of Education |
| Description |
The following Master of Education thesis uses a mixed-methods research design, the study focuses on establishing a profound mind-body connection, enhancing self-regulation, and conducting monthly assessments covering various well-being dimensions in high school students. |
| Abstract |
Adolescents struggle with adult-level stress and have fewer coping skills and even fewer educational resources. This research explores the impact of a semester-long mind-body wellness course on high school students' well-being, particularly in addressing stress related challenges. Framed by the multidimensional family development theory (Crapo & Bradford, 2021), which identifies adolescence as a critical period influencing trajectories, the intervention aims to cultivate positive stress reduction habits through sustained exposure to holistic practices. Monthly self-assessment surveys, utilizing Likert-type scales, offer a comprehensive understanding of students' experiences and well-being throughout the program. Using a mixed-methods research design, the study focuses on establishing a profound mind-body connection, enhancing self-regulation, and conducting monthly assessments covering various well-being dimensions. Positive shifts in self-regulation, hope, self-efficacy, and exercise habits are observed, indicating a holistic improvement in students' overall well-being. Limitations, including variable participation and subjective self-reported data, the study highlights the absence of a control group and reliance on voluntary enrollment, urging cautious interpretation of findings. Future research should address these constraints by incorporating diverse data collection methods and extending program durations. Despite these challenges, the mind-body wellness course emerges as a valuable platform for cultivating positive habits, alleviating stress during adolescence, and laying the foundation for lifelong well-being and success. The study underscores the ongoing need for exploration and refinement of such interventions to meet the evolving needs of high school students and contribute to their holistic development. |
| Subject |
Anxiety; Stress management; Self-regulation; Psychology |
| Keywords |
anxiety; education; stress reduction; self-regulation; hope |
| Digital Publisher |
Stewart Library, Weber State University, Ogden, Utah, United States of America |
| Date |
2023 |
| Medium |
Thesis |
| Type |
Text |
| Access Extent |
497 KB; 65 page pdf |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce their theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s656aky9 |
| Setname |
wsu_smt |
| ID |
117613 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s656aky9 |
