Mindful Acceptance Predicts Writing Achievement in 6th-Graders

Writing is a complex task that requires the activation and coordination of several processes. In addition to research on domain-specific factors contribute school achievement, there an increasing interest general variables, such as mindfulness. Here, we aimed test contribution middle-grade students’ trait mindfulness writing after controlling for well-known predictors. One hundred eighty-seven 6th-graders (M = 11.66 years) were assessed transcription, text quality, executive functions, self-reported Preliminary analyses showed our measure had two factors: mindful awareness acceptance. However, because only latter was found be reliable, main exclusively focused acceptance facet A multiple hierarchical regression analysis conducted. After demographic characteristics (Step 1), transcription skills 2), functions 3), examined predictive role 4) achievement. Findings indicated significant achievement in Grade 6 (b .18). These are pioneering findings about writing. The putative mechanism underlying this discussed, indications future proposed.