THE EFFECT OF MINDFULNESS AND SOCIAL-EMOTIONAL LEARNING (SEL) ON ADOLESCENT ACADEMIC STRESS AND WELL-BEING
Department: EDUCATION |
Price: ₦5,000.00
Project Overview
Adolescence represents a critical developmental period characterized by significant physiological, psychological, and social transitions that frequently coincide with escalating academic pressures. This study examined the effects of an integrated mindfulness and Social-Emotional Learning (SEL) intervention on adolescent academic stress and psychological well-being. Utilizing a mixed-methods sequential explanatory design, the research involved 120 secondary school students (ages 13-16) who participated in an 8-week intervention program combining mindfulness-based stress reduction techniques with CASEL-aligned SEL competencies. Quantitative measures included the Academic Stress Questionnaire (ASQ), the Five Facet Mindfulness Questionnaire (FFMQ), and the Positive and Negative Affect Schedule (PANAS-C), administered pre- and post-intervention. Qualitative data were collected through semi-structured focus group interviews to capture students' experiential perspectives. Results demonstrated significant reductions in academic stress (p<.001p<.001, d=0.72d=0.72) and negative affect (p<.01p<.01, d=0.58d=0.58), alongside significant improvements in mindfulness levels (p<.001p<.001, d=0.81d=0.81) and positive affect (p<.05p<.05, d=0.43d=0.43). Qualitative findings revealed that students perceived mindfulness practices as particularly helpful for managing examination-related anxiety, while SEL competencies—especially problem-solving and emotional regulation—supported academic engagement and peer relationships. Thematic analysis identified four primary mechanisms: enhanced emotional awareness, improved stress coping strategies, greater academic self-efficacy, and strengthened social connections. These findings contribute to the growing evidence base supporting integrated mindfulness and SEL interventions in school settings and offer practical implications for educators, counselors, and policymakers seeking to address adolescent mental health and academic well-being.
Keywords: Mindfulness, Social-Emotional Learning, academic stress, adolescent well-being, school-based intervention, emotional regulation
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Abstract / Chapter One Preview
Adolescence represents a critical developmental period characterized by significant physiological, psychological, and social transitions that frequently coincide with escalating academic pressures. This study examined the effects of an integrated mindfulness and Social-Emotional Learning (SEL) intervention on adolescent academic stress and psychological well-being. Utilizing a mixed-methods sequential explanatory design, the research involved 120 secondary school students (ages 13-16) who participated in an 8-week intervention program combining mindfulness-based stress reduction techniques with CASEL-aligned SEL competencies. Quantitative measures included the Academic Stress Questionnaire (ASQ), the Five Facet Mindfulness Questionnaire (FFMQ), and the Positive and Negative Affect Schedule (PANAS-C), administered pre- and post-intervention. Qualitative data were collected through semi-structured focus group interviews to capture students' experiential perspectives. Results demonstrated significant reductions in academic stress (p<.001p<.001, d=0.72d=0.72) and negative affect (p<.01p<.01, d=0.58d=0.58), alongside significant improvements in mindfulness levels (p<.001p<.001, d=0.81d=0.81) and positive affect (p<.05p<.05, d=0.43d=0.43). Qualitative findings revealed that students perceived mindfulness practices as particularly helpful for managing examination-related anxiety, while SEL competencies—especially problem-solving and emotional regulation—supported academic engagement and peer relationships. Thematic analysis identified four primary mechanisms: enhanced emotional awareness, improved stress coping strategies, greater academic self-efficacy, and strengthened social connections. These findings contribute to the growing evidence base supporting integrated mindfulness and SEL interventions in school settings and offer practical implications for educators, counselors, and policymakers seeking to address adolescent mental health and academic well-being.
Keywords: Mindfulness, Social-Emotional Learning, academic stress, adolescent well-being, school-based intervention, emotional regulation
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