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Introduction

In recent years, there has been a growing interest in the use of mindfulness programs in schools to improve students’ self-regulation and executive functioning skills. Self-regulation and executive functioning are crucial for academic success and overall well-being, and research suggests that mindfulness practices can help students develop these skills. This study aims to examine the impact of school-based mindfulness programs on student self-regulation and executive functioning.

1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter Two: Literature Review
2.1 Definition of mindfulness
2.5 Benefits of mindfulness for students
2.3 Previous studies on school-based mindfulness programs
2.4 Theoretical framework
2.5 Conceptual framework
2.6 Self-regulation and executive functioning
2.7 Factors influencing self-regulation and executive functioning
2.8 Relationship between mindfulness and self-regulation
2.9 Gaps in the literature
2.10 Summary

Chapter Three: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection procedures
3.4 Data analysis
3.5 Ethical considerations
3.6 Instrumentation
3.7 Validity and reliability
3.8 Limitations of the study

Chapter Four: Discussion of Findings
4.1 Overview of the study
4.2 Analysis of results
4.3 Comparison with existing literature
4.4 Implications for practice
4.5 Recommendations for future research

Chapter Five: Conclusion and Summary
5.1 Summary of findings
5.2 Conclusions
5.3 Contributions to the field
5.4 Practical implications
5.5 Recommendations for educators

Thesis Overview
The impact of school-based mindfulness programs on student self-regulation and executive functioning is a topic of increasing interest in the field of education. This thesis will explore the potential benefits of mindfulness practices for students’ self-regulation and executive functioning skills. Chapter one will provide an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms.

Chapter two will review the existing literature on mindfulness, self-regulation, executive functioning, and previous studies on school-based mindfulness programs. The theoretical and conceptual frameworks will be discussed, along with the relationship between mindfulness and self-regulation. Chapter three will outline the research methodology, including the design, participants, data collection procedures, analysis, ethical considerations, instrumentation, validity, reliability, and limitations of the study.

Chapter four will present a detailed discussion of the findings, including an analysis of results, comparison with existing literature, implications for practice, and recommendations for future research. Finally, chapter five will provide a conclusion and summary of the study, highlighting the key findings, conclusions, contributions to the field, practical implications, and recommendations for educators.

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