Owens, Rachael2020-05-062020-05-062020-05http://hdl.handle.net/11603/18492The purpose of this study was to gain insight about how mindfulness practices and information sessions about stress and stress management affected self-reported stress and motivation levels of adolescent high school students. This study was intended to provide insight into how participants responded to stress management practices such as mindful meditation incorporated into their everyday life. As anticipated, the student participants reported high levels of everyday stress due to various factors such as school work, communication with peers, and planning for college. The majority of students found the mindful meditation practices helpful and realized a correlation between stress and motivation levels but did not see a long-term trend of being less stressed overall. The treatment group for the study consisted of 22 student participants enrolled in the elective Psychology of the Individual, who participated in three mental health seminars and mindful meditation every other day for three weeks. The control group included 19 students who were also enrolled in the elective Psychology of the Individual with the researcher as their teacher. The null hypothesis was retained as students in the treatment group did not report being significantly less stressed and more motivated than students in the control group after the intervention. However, observations and some student-reported feedback suggested the intervention was informative and further investigation of the correlation between stress and motivation are warranted, especially given today’s turbulent environment.49 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.CC0 1.0 UniversalMental HealthStressMotivationSecondary EducationEducation -- Research papers (Graduate).Text