Effects of mindfulness training on regulatory and academic abilities in preadolescents: Results from a pilot study

References

Adam, E. K., & Kumari, M. (2009). Assessing salivary cortisol in large-scale, epidemiological research. Psychoneuroendocrinology, 34(10), 1423-1436. doi:10.1016/j.psyneuen.2009.06.011Search in Google Scholar PubMed

Almeida, D. M., Piazza, J. R., & Stawski, R. S. (2009). Inter-individual differences and intra-individual variability in the cortisol awakening response: An examination of age and gender. Psychology and Aging, 24(4), 819-827. doi:10.1037/a0017910Search in Google Scholar

Arce, E., & Santisteban, C. (2006). Impulsivity: A review. Psicothema, 18(2), 213-220.Search in Google Scholar

Backe, E. M., Seidler, A., Latza, U., Rossnagel, K., & Schumann, B. (2012). The role of psycho-social stress at work for the development of cardiovascular diseases: A systematic review. International Archives of Occupational and Environmental Health, 85(1), 67-79. doi:10.1007/s00420-011-0643-6Search in Google Scholar

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.10.1037/0022-3514.51.6.1173Search in Google Scholar

Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1-15. doi:10.1207/s15327965pli0701_1Search in Google Scholar

Bellingrath, S., & Kudielka, B. M. (2017). Biological pathways to stress-related disease vulnerability in educators. In T. M. McIntryre, S., E. McIntyre, & D. J. Francis (Eds.), Educator stress: Aligning perspectives on health, safety and well-being (pp. 77-100). Heidelberg: Springer. doi:10.1007/978-3-319-53053-6_4Search in Google Scholar

Berger, A., Kofman, O., Livneh, U., & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82(5), 256-286. doi:https://doi.org/10.1016/j.pneurobio.2007.06.004Search in Google Scholar

Bickel, W. K., Jarmolowicz, D. P., Mueller, E. T., Gatchalian, K. M., & McClure, S. M. (2012). Are executive function and impulsivity antipodes? A conceptual reconstruction with special reference to addiction. Psychopharmacology, 221(3), 361-387. doi:10.1007/s00213-012-2689-xSearch in Google Scholar

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. doi:10.1093/clipsy.bph077Search in Google Scholar

Blair, C. (2010). Stress and the development of self-regulation in context. Child Development Perspectives, 3, 181-188. doi:10.1111/j.1750-8606.2010.00145.xSearch in Google Scholar

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911. doi:10.1017/S0954579408000436Search in Google Scholar

Blair, C., & Raver, C. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67(4), 309-318. doi:10.1037/a0027493Search in Google Scholar

Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. doi:10.1146/annurev-psych-010814-015221Search in Google Scholar

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.xSearch in Google Scholar PubMed

Brown, D. B., Bravo, A. J., Roos, C. R., & Pearson, M. R. (2015). Five facets of mindfulness and psychological health: Evaluating a psychological model of the mechanisms of mindfulness. Mindfulness, 6(5), 1021-1032. doi:10.1007/s12671-014-0349-4Search in Google Scholar

Campbell, J., & Ehlert, U. (2012). Acute psychosocial stress: Does the emotional stress response correspond with physiological responses?. Psychoneuroendocrinology, 37(8), 1111-1134. doi:10.1016/j.psyneuen.2011.12.010Search in Google Scholar PubMed

Clausen, J. (1995). American lives. Looking back at the children of the great depression. Berkeley: University of California Press.Search in Google Scholar

Daubenmier, J., Kristeller, J., Hecht, F. M., Maninger, N., Kuwata, M., Jhaveri, K., ... & Epel, E. (2011). Mindfulness intervention for stress eating to reduce cortisol and abdominal fat among overweight and obese women: An exploratory randomized controlled study. Journal of Obesity, 2011. doi:10.1155/2011/651936Search in Google Scholar

Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689-695. doi:10.1038/nn.3093Search in Google Scholar

De Ridder, D. T. D., & De Wit, J. B. F. (2006). Self-regulation in health behavior: Concepts, theories, and central issues. In D. T. D. De Ridder & J. B. F. De Wit (Eds.), Self- regulation in health behavior (pp. 1-24). Chichester, UK: Wiley.10.1002/9780470713150Search in Google Scholar

DeCicco, J. M., Solomon, B., & Dennis, T. A. (2012). Neural correlates of cognitive reappraisal in children: An ERP study. Developmental Cognitive Neuroscience, 2(1), 70-80. doi:10.1016/j.dcn.2011.05.009Search in Google Scholar

De Wit, H. (2009). Impulsivity as a determinant and consequence of drug use: A review of underlying processes. Addiction Biology, 14(1), 22-31. doi:10.1111/j.1369-1600.2008.00129.xSearch in Google Scholar

Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. doi:10.1016/j.dcn.2015.11.005Search in Google Scholar

Dreisorner, T. (2004). Zur Wirksamkeit von Trainings bei Kindern mit Aufmerksamkeitsstorungen [On the effectiveness of trainings for children with attention deficits]. University of Gottingen, Germany: Unpublished dissertation thesis.Search in Google Scholar

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi:10.1111/j.1467-8624.2010.01564.xSearch in Google Scholar

Dussault, F., Brendgen, M., Vitaro, F., Wanner, B., & Tremblay, R. E. (2011). Longitudinal links between impulsivity, gambling problems and depressive symptoms: A transactional model from adolescence to early adulthood. Journal of Child Psychology and Psychiatry, 52(2), 130-138. doi:10.1111/j.1469-7610.2010.02313.xSearch in Google Scholar

Evans, G. W., & Kim, P. (2013). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7(1), 43-48. doi:10.1111/cdep.12013Search in Google Scholar

Eysenck, S. B., & Eysenck, H. J. (1980). Impulsiveness and venturesomeness in children. Personality and Individual Differences, 1(1), 73-78. doi:10.1016/0191-8869(80)90006-9Search in Google Scholar

Fino, E., Melogno, S., Iliceto, P., D’Aliesio, S., Pinto, M. A., Candilera, G., & Sabatello, U. (2014). Executive functions, impulsivity, and inhibitory control in adolescents: A structural equation model. Advances in Cognitive Psychology, 10(2), 32-38. doi: 10.5709/acp-0154-5Search in Google Scholar

Fjell, A. M., Walhovd, K. B., Brown, T. T., Kuperman, J. M., Chung, Y., Hagler, D. J., ... & Akshoomoff, N. (2012). Multimodal imaging of the self-regulating developing brain. Proceedings of the National Academy of Sciences, 109(48), 19620-19625. doi:10.1073/pnas.1208243109Search in Google Scholar

Flannery, J. E., Gabard-Durnam, L. J., Shapiro, M., Goff, B., Caldera, C., Louie, J., ... & Tottenham, N. (2017). Diurnal cortisol after early institutional care-Age matters. Developmental Cognitive Neuroscience, 25, 160-166. doi:10.1016/j.dcn.2017.03.006Search in Google Scholar

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195. doi:10.1111/mbe.12026Search in Google Scholar

Fonagy, P., & Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Inquiry, 22(3), 307-335. doi:10.1080/07351692209348990Search in Google Scholar

Frank, J. L., Kohler, K., Peal, A., & Bose, B. (2017). Effectiveness of a school-based yoga program on adolescent mental health and school performance: Findings from a randomized controlled trial. Mindfulness, 8(3), 544-553. doi:10.1007/s12671-016-0628-3Search in Google Scholar

Fries, E., Dettenborn, L., & Kirschbaum, C. (2009). The cortisol awakening response (CAR): Facts and future directions. International Journal of Psychophysiology, 72(1), 67-73. doi:10.1016/j.ijpsycho.2008.03.014Search in Google Scholar

Gottfredson, L. S., & Deary, I. J. (2004). Intelligence predicts health and longevity, but why? Current Directions in Psychological Science, 13(1), 1-4. doi:10.1111/j.0963-7214.2004.01301001.xSearch in Google Scholar

Granger, D. A., Kivlighan, K. T., El‐Sheikh, M., Gordis, E. B., & Stroud, L. R. (2007). Salivary α‐amylase in biobehavioral research. Annals of the New York Academy of Sciences, 1098(1), 122-144. doi:10.1196/annals.1384.008Search in Google Scholar

Greenland, S. K. (2010). The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate (1st Free Press trade pbk. ed.). New York: Free Press.Search in Google Scholar

Gunnar, M. R., & Fisher, P. A. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive interventions for neglected and maltreated children. Development and Psychopathology, 18(3), 651-677. doi:10.1017/S0954579406060330Search in Google Scholar

Hahnefeld, A., & Heuschen, U. (2009). Versorgungsstudie zum Marburger Konzentrationstraining (MKT) bei Grundschulkindern mit Symptomen einer Aktivitats- und Aufmerksamkeitsstorung [Study on Marburg Concentration Training with primary school children suffering from activity and attention deficits]. Kindheit und Entwicklung, 18(1), 30-38. doi:10.1026/0942-5403.18.1.30Search in Google Scholar

Hawn Foundation (2011). The MindUp curriculum: Brain-focused strategies for learning - and living. Scholastic Teaching Resources, available at http://thehawnfoundation.org/mindup/.Search in Google Scholar

Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. doi:10.1080/03637750903310360Search in Google Scholar

Heatherton, T. F., & Wagner, D. D. (2011). Cognitive neuroscience of self-regulation failure. Trends in Cognitive Sciences, 15(3), 132-139. doi:10.1016/j.tics.2010.12.005Search in Google Scholar

Hellhammer, J., Fries, E., Schweisthal, O. W., Schlotz, W., Stone, A. A., & Hagemann, D. (2007). Several daily measurements are necessary to reliably assess the cortisol rise after awakening: State-and trait components. Psychoneuroendocrinology, 32(1), 80-86. doi:10.1016/j.psyneuen.2006.10.005Search in Google Scholar PubMed

Helmstaedter, C., Lendt, M., & Lux, S. (2001). Verbaler Lern- und Merkfahigkeitstest: VLMT, Manual [Verbal test of learning and memory: VLMT, manual]. Gottingen: Beltz Test GmbH.Search in Google Scholar

Hochberg, Y., & Benjamini, Y. (1990). More powerful procedures for multiple significance testing. Statistics in Medicine, 9(7), 811-818. doi:10.1002/sim.4780090710Search in Google Scholar

Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29-36. doi:10.1016/j.jrp.2014.06.005Search in Google Scholar

Jacobs, C., & Petermann, F. (2005). Rechenfertigkeiten-und Zahlenverarbeitungs-Diagnostikum fur die 2. bis 6. Klasse: RZD 2-6 [Test of numeracy and numeral processing for grades two to six: RZD 2-6]. Gottingen: Hogrefe.Search in Google Scholar

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. doi:10.1093/clipsy.bpg016Search in Google Scholar

Kabat-Zinn, J. (2005). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (15th anniversary ed.). New York, NY, US: Delta Trade Paperback/Bantam Dell.Search in Google Scholar

Kaplan, D. S., Liu, R. X., & Kaplan, H. B. (2005). School related stress in early adolescence and academic performance three years later: The conditional influence of self expectations. Social Psychology of Education, 8(1), 3-17. doi:10.1007/s11218-004-3129-5Search in Google Scholar

Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. C. (2016). Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. doi:10.1016/j.tate.2015.11.012Search in Google Scholar

Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews, 74(A), 163-184. doi:10.1016/j. neubiorev.2017.01.007Search in Google Scholar

Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., ... & Clifton, J. (2017). Mindfulnessbased interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77-103. doi:10.1016/j.jsp.2017.03.006Search in Google Scholar

Kochanska, G. (1997). Multiple pathways to conscience for children with different temperaments: From toddlerhood to age 5. Developmental Psychology, 33(2), 228-240. doi:10.1037/0012-1649.33.2.228Search in Google Scholar PubMed

Krampen, G. (2008). Zum Einfluss padagogisch-psychologischer Interventionen auf die Konzentrationsleistungen von Vor-und Grundschulkindern mit Konzentrationsschwachen. Ergebnisse aus zehn experimentellen Studien [On the influence of pedagogic-psychological interventions on the concentration performance of preschoolers and primary school children with concentration deficits. Findings from ten experimental studies]. Psychologie in Erziehung und Unterricht, 55, 196-210.Search in Google Scholar

Krowatschek, D., Krowatschek, G., & Reid, C. (2011). Marburger Konzentrationstraining (MKT) fur Schulkinder [Marburg Concentration Training for school children] (8th rev. ed.). Dortmund: Verlag Modernes Lernen.Search in Google Scholar

Krowatschek, D., Krowatschek, G., & Wingert, G. (2007). Marburger Konzentrationstraining fur Jugendliche (MKT-J) [Marburg Concentration Training for adolescents]. Dortmund: Borgmann Media.Search in Google Scholar

Leuker, C., & van den Bos, W. (2016). I want it now! The neuroscience of teenage impulsivity. Frontiers for Young Minds, 4. doi:10.3389/frym.2016.00008Search in Google Scholar

Leve, L. D., Kim, H. K., & Pears, K. C. (2005). Childhood temperament and family environment as predictors of internalizing and externalizing trajectories from ages 5 to 17. Journal of Abnormal Child Psychology, 33(5), 505-520. doi:10.1007/s10802-005-6734-7Search in Google Scholar

Lohaus, A., Eschenbeck, H., Kohlmann, C., & Klein-Hesling, J. (2006). Fragebogen zur Erhebung von Stress und Stressbewaltigung im Kindes-und Jugendalter; SSKJ 3-8 [Inventory for Assessing Stress and Coping in Childhood and Adolescence; SSKJ 3-8]. Gottingen: Hogrefe.Search in Google Scholar

Malarkey, W. B., Jarjoura, D., & Klatt, M. (2013). Workplace based mindfulness practice and inflammation: A randomized trial. Brain, Behavior, and Immunity, 27, 145-154. doi:10.1016/j.bbi.2012.10.009Search in Google Scholar

Marsh, R., Maia, T. V., & Peterson, B. S. (2009). Functional disturbances within frontostriatal circuits across multiple childhood psychopathologies. American Journal of Psychiatry, 166(6), 664-674. doi:10.1176/appi.ajp.2009.08091354Search in Google Scholar

Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students. Campbell Systematic Reviews 2017: 5. Campbell Collaboration.Search in Google Scholar

McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: Central role of the brain. Physiological Reviews, 87(3), 873-904. doi:10.1152/physrev.00041.2006Search in Google Scholar

McEwen, B. S., Bowles, N. P., Gray, J. D., Hill, M. N., Hunter, R. G., Karatsoreos, I. N., & Nasca, C. (2015). Mechanisms of stress in the brain. Nature Neuroscience, 18(10), 1353-1363. doi:10.1038/nn.4086Search in Google Scholar

McEwen, B. S., Gray, J. D., & Nasca, C. (2015). Recognizing resilience: Learning from the effects of stress on the brain. Neurobiology of Stress, 1, 1-11. doi:10.1016/j.ynstr.2014.09.001Search in Google Scholar

Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum. Mindfulness in Schools Project (2015), available at: http://mindfulnessinschools.org/Search in Google Scholar

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... & Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. doi:10.1073/pnas.1010076108Search in Google Scholar

Nater, U. M., Rohleder, N., Schlotz, W., Ehlert, U., & Kirschbaum, C. (2007). Determinants of the diurnal course of salivary alpha-amylase. Psychoneuroendocrinology, 32(4), 392-401. doi:10.1016/j.psyneuen.2007.02.007Search in Google Scholar PubMed

Nigg, J. T. (2017). Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361-383. doi: 10.1111/jcpp.12675Search in Google Scholar

Orem, D. M., Petrac, D. C., & Bedwell, J. S. (2008). Chronic self-perceived stress and set-shifting performance in undergraduate students. Stress, 11(1), 73-78. doi:10.1080/10253890701535103Search in Google Scholar PubMed

Padilla-Walker, L. M., & Christensen, K. J. (2011). Empathy and self-regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21(3), 545-551. doi:10.1111/j.1532-7795.2010.00695.xSearch in Google Scholar

Piaggio, G., Elbourne, D. R., Altman, D. G., Pocock, S. J., Evans, S. J., & Consort Group. (2006). Reporting of noninferiority and equivalence randomized trials: An extension of the CONSORT statement. Jama, 295(10), 1152-1160. doi:10.1001/jama.295.10.1152Search in Google Scholar

Piko, B. (2001). Gender differences and similarities in adolescents’ ways of coping. The Psychological Record, 51(2), 223-235. doi:10.1007/BF03395396Search in Google Scholar

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-494). San Diego: Academic Press.Search in Google Scholar

Posner, M. I., & Rothbart, M. K. (2009). Toward a physical basis of attention and self-regulation. Physics of Life Reviews, 6(2), 103-120. doi:10.1016/j.plrev.2009.02.001Search in Google Scholar

Posner, M. I., Rothbart, M. K., Sheese, B. E., & Tang, Y. (2007). The anterior cingulate gyrus and the mechanism of self-regulation. Cognitive, Affective, & Behavioral Neuroscience, 7(4), 391-395. doi:10.3758/CABN.7.4.391Search in Google Scholar

Pruessner, J. C., Wolf, O. T., Hellhammer, D. H., Buske-Kirschbaum, A., Von Auer, K., Jobst, S., ... & Kirschbaum, C. (1997). Free cortisol levels after awakening: A reliable biological marker for the assessment of adrenocortical activity. Life Sciences, 61(26), 2539-2549. doi:10.1016/S0024-3205(97)01008-4Search in Google Scholar

Romer, D., Betancourt, L. M., Brodsky, N. L., Giannetta, J. M., Yang, W., & Hurt, H. (2011). Does adolescent risk taking imply weak executive function? A prospective study of relations between working memory performance, impulsivity, and risk taking in early adolescence. Developmental Science, 14(5), 1119-1133. doi:10.1111/j.1467-7687.2011.01061.xSearch in Google Scholar PubMed

Rosenkranz, M. A., Davidson, R. J., MacCoon, D. G., Sheridan, J. F., Kalin, N. H., & Lutz, A. (2013). A comparison of mindfulnessbased stress reduction and an active control in modulation of neurogenic inflammation. Brain, Behavior, and Immunity, 27, 174-184. doi:10.1016/j.bbi.2012.10.013Search in Google Scholar

Rothbart, M. K., Sheese, B. E., Rueda, M. R., & Posner, M. I. (2011). Developing mechanisms of self-regulation in early life. Emotion Review, 3(2), 207-213. doi:10.1177/1754073910387943Search in Google Scholar

Safran, J. D., & Segal, Z. V. (1990). Cognitive therapy: An interpersonal process perspective. New York: Basic.Search in Google Scholar

Sanada, K., Montero-Marin, J., Diez, M. A., Salas-Valero, M., Perez-Yus, M. C., Morillo, H., ... & Garcia-Campayo, J. (2016). Effects of mindfulness-based interventions on salivary cortisol in healthy adults: A meta-analytical review. Frontiers in Physiology, 7(471). doi:10.3389/fphys.2016.00471Search in Google Scholar

Sauer, S., & Baer, R. (2010). Mindfulness and decentering as mechanisms of change in mindfulness- and acceptance-based interventions. In R. Baer (Ed.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change (p. 25-50). Oakland, CA: New Harbinger Publications.Search in Google Scholar

Sauer, S., Walach, H., Schmidt, S., Hinterberger, T., Lynch, S., Bussing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. Mindfulness, 4(1), 3-17. doi:10.1007/s12671-012-0122-5Search in Google Scholar

Scannapieco, F. A. (1994). Saliva-bacterium interactions in oral microbial ecology. Critical Reviews in Oral Biology & Medicine, 5(3), 203-248. doi:10.1177/10454411940050030201Search in Google Scholar

Schafer, B. (2011). Zur Wirksamkeit von Neurofeedback und Marburger Konzentrationstraining in der Therapie von Kindern mit Aufmerksamkeitsdefizit-/Hyperaktivitatsstorung (ADHS) [On the effectiveness of neurofeedback and Marburg Concentration Training in treating children with attention deficit/hyperactivity disorder]. Goethe University Frankfurt, Germany: Unpublished dissertation thesis.Search in Google Scholar

Schlotz, W., Kumsta, R., Layes, I., Entringer, S., Jones, A., & Wust, S. (2008). Covariance between psychological and endocrine responses to pharmacological challenge and psychosocial stress: A question of timing. Psychosomatic Medicine, 70(7), 787-796. doi:10.1097/PSY.0b013e3181810658Search in Google Scholar PubMed

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. doi:10.1037/a0038454Search in Google Scholar

Schunk, D. H. (1986). Verbalization and children’s self-regulated learning. Contemporary Educational Psychology, 11(4), 347-369. doi:10.1016/0361-476X(86)90030-5Search in Google Scholar

Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218-229. doi:10.1007/s10826-009-9301-ySearch in Google Scholar

Shapiro, S. L., Lyons, K. E., Miller, R. C., Butler, B., Vieten, C., & Zelazo, P. D. (2015). Contemplation in the classroom: A new direction for improving childhood education. Educational Psychology Review, 27(1), 1-30. doi:10.1007/s10648-014-9265-3Search in Google Scholar

Shirtcliff, E. A., & Essex, M. J. (2008). Concurrent and longitudinal associations of basal and diurnal cortisol with mental health symptoms in early adolescence. Developmental Psychobiology, 50(7), 690-703. doi:10.1002/dev.20336Search in Google Scholar PubMed

Shulman, E. P., Smith, A. R., Silva, K., Icenogle, G., Duell, N., Chein, J., & Steinberg, L. (2016). The dual systems model: Review, reappraisal, and reaffirmation. Developmental Cognitive Neuroscience, 17, 103-117. doi:10.1016/j.dcn.2015.12.010Search in Google Scholar

Siegrist, J. (2013). Effort-reward imbalance at work and depression: Current research evidence. Nervenarzt, 84(1), 33-37. doi:10.1007/s00115-012-3667-6Search in Google Scholar

Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., . . . & Guthrie, I. K. (2006). Relation of emotion-related regulation to children’s social competence: A longitudinal study. Emotion, 6, 498-510. doi:10.1037/1528-3542.6.3.498Search in Google Scholar

Stadler, C., Janke, W., & Schmeck, K. (2004). Inventar zur Erfassung von Impulsivitat, Risikoverhalten und Empathie bei 9-bis 14-jahrigen Kindern: IVE [Inventory for Assessing Impulsivity, Risk Behavior and Empathy in 9- to 14-Year Old Children: IVE]. Gottingen: Hogrefe.Search in Google Scholar

Stalder, T., Evans, P., Hucklebridge, F., & Clow, A. (2010). State associations with the cortisol awakening response in healthy females. Psychoneuroendocrinology, 35(8), 1245-1252. doi:10.1016/j.psyneuen.2010.02.014Search in Google Scholar PubMed

Stalder, T., Kirschbaum, C., Kudielka, B. M., Adam, E. K., Pruessner, J. C., Wust, S., ... & Miller, R. (2016). Assessment of the cortisol awakening response: Expert consensus guidelines. Psychoneuroendocrinology, 63, 414-432. doi:10.1016/j.psyneuen.2015.10.010Search in Google Scholar PubMed

Stawski, R. S., Almeida, D. M., Lachman, M. E., Tun, P. A., Rosnick, C. B., & Seeman, T. (2011). Associations between cognitive function and naturally occurring daily cortisol during middle adulthood: Timing is everything. The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 66B(S1), i71-i81. doi:10.1093/geronb/gbq094Search in Google Scholar

Tang, Y. Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-based intervention: Advances within the field of developmental neuroscience. Child Development Perspectives, 6(4), 361-366. doi:10.1111/j.1750-8606.2012.00250.xSearch in Google Scholar

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-324. doi:10.1111/j.0022-3506.2004.00263.xSearch in Google Scholar

Ursin, H., & Eriksen, H. R. (2004). The cognitive activation theory of stress. Psychoneuroendocrinology, 29(5), 567-592. doi:10.1016/S0306-4530(03)00091-XSearch in Google Scholar PubMed

Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134. doi:10.1007/s10648-014-9258-2Search in Google Scholar

Wentzel, K. R., Weinberger, D. A., Ford, M. E., & Feldman, S. S. (1990). Academic achievement in preadolescence: The role of motivational, affective, and self-regulatory processes. Journal of Applied Developmental Psychology, 11(2), 179-193. doi:10.1016/0193-3973(90)90004-4Search in Google Scholar

Williams, P. G., Suchy, Y., & Rau, H. K. (2009). Individual differences in executive functioning: Implications for stress regulation. Annals of Behavioral Medicine, 37(2), 126-40. doi:10.1007/s12160-009-9100-0Search in Google Scholar

Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2016). Cognitive effects of mindfulness training: Results of a pilot study based on a theory driven approach. Frontiers in Psychology, 7(1037). doi:10.3389/fpsyg.2016.01037Search in Google Scholar

Wust, S., Wolf, J., Hellhammer, D. H., Federenko, I., Schommer, N., & Kirschbaum, C. (2000). The cortisol awakening response - normal values and confounds. Noise and Health, 2(7), 79-88.Search in Google Scholar

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160. doi:10.1111/j.1750-8606.2012.00241.xSearch in Google Scholar

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools - a systematic review and meta-analysis. Frontiers in Psychology, 5(603). doi:10.3389/fpsyg.2014.00603Search in Google Scholar

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70. doi:10.1207/s15430421tip4102_2.Search in Google Scholar