Abstract
Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits.
Highlights
1.1 BackgroundSchool, in conjunction with home, is the crucial environment in which children establish healthy socialization
The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application
The lower grades in the primary school make up the beginning stages of socialization training as a member of a society; adjustment to school life is a fundamental task to be resolved by children (Park, 2011; Yung & Choi, 2009)
Summary
1.1 BackgroundSchool, in conjunction with home, is the crucial environment in which children establish healthy socialization. The lower grades in the primary school make up the beginning stages of socialization training as a member of a society; adjustment to school life is a fundamental task to be resolved by children (Park, 2011; Yung & Choi, 2009). Assuming that a school is regarded as an institution that intentionally plays a crucial role in building up the ability of students to successfully adjust to school, such an issue as adjustment to school should be resolved (Jeong, 2005). Students, who successfully adjust to school life, have positive emotions, attitudes and motives about school, and form good interpersonal relationships, perform better academically, and become able to contribute to a betterment of individuals and society by forming desirable behavioral characteristics (Seo, 2006)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
