The current study
Because MBIs in school include a variety of practices or components of mindfulness with differential effectsFew studies have examined the relations between mindfulness and mathematics performance in youth. Many of them were limited by methodological concerns, such as lack of directions of effects in correlations with trait mindfulness, the use of teachers’ grades to measure mathematics performance, and a focus on short-term effects. Additionally, most of the participants were beyond primary school age. The current study aims to fill these gaps by experimentally investigating the effect of BBI on primary school children’s mathematics performance in a RCT with an Active Control Group (ACG) and three measurement points, i.e., a pretest before (T1), a posttest after the BBI (T2), and a follow-up five months later (T3). Both subjective assessments of children’s performance by their mathematics teachers and an objective achievement test were used.Children’s Working Memory Updating (WMU) and their families’ socioeconomic status (SES) were controlled because these variables are known to influence children’s mathematics performanceThe present research thus aims to answer the following question: 