EFFECT OF MINDFULNESS-BASED INTERVENTION ON META-COGNITIVE SKILLS OF ELEMENTARY SCHOOL STUDENTS

Meta-cognitive skills are important organizers of all the tasks that we perform. Broadly, it includes declarative knowledge, conditional knowledge, planning, self-regulation, evaluation, and procedural knowledge of students. In the present study, Mindfulness has been chosen as a focal point of research because of its relevance as an emerging technique of intervention to improve the meta-cognitive skills among students. The sample for the study consisted of students in the age group of 10-12 years. The eight weeks long intervention was provided to students in the experimental group (EG). The study yielded significant results, which has valuable implications for students and trainers in the academic settings.