“I Am Not a Sit and Wait Person”: Engagement and Outcomes in a Longitudinal Mixed Methods Study of an iPad-Delivered Art-Based Mindfulness Intervention

Abstract

This dissertation examined engagement and outcomes in a longitudinal, mixed methodsstudy of L.A.U.G.H.®, an iPad-delivered, arts-based mindfulness intervention implemented with Grade 2 and Grade 3 students over approximately seven months. Using a convergent parallel design, the first set of research questions examined the intervention's effects on four outcomes: school connectedness, joy of learning, mood energy change, and mood pleasantness change, along with qualitative data exploring students' overall experience. The second set of research questions used an explanatory sequential design with a participant selection variant to examine whether interaction effects existed between student characteristics, such as race, gender, and grade, and the four outcomes described above. Multilevel modeling was used to analyze the quantitative data. Broaden-and-Build Theory and Self-Determination Theory served as complementary sensitizing lenses for interpreting qualitative findings across the two sets of research questions. Results showed that school connectedness remained stable over time, mood energy did not change overall, and gains observed in Phase 1 for some outcomes did not sustain into Phase 2. Engagement emerged as a significant moderator of joy of learning trajectories. Qualitative data illustrated students' reported experiences during the intervention along with the factors that facilitated and hindered their engagement. This study centered student voice throughout, grounded in the belief that young students can express themselves meaningfully when given the opportunity, and explored engagement factors that inform future mindfulness interventions.