Associations between Mindfulness, Executive Function, Social-Emotional Skills, and Quality of Life among Hispanic Children

Chien-Chung Huang, Shuang Lu, Juan Rios, Yafan Chen, Marci Stringham and Shannon Cheung
Additional contact information
Chien-Chung Huang: School of Social Work, Rutgers University, 390 George St, New Brunswick, NJ 08901, USA
Shuang Lu: Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong
Juan Rios: Department of Sociology, Anthropology and Social Work, Seton Hall University, South Orange, NJ 07079, USA
Yafan Chen: School of Social Work, Rutgers University, 390 George St, New Brunswick, NJ 08901, USA
Marci Stringham: School of Social Work, Rutgers University, 390 George St, New Brunswick, NJ 08901, USA
Shannon Cheung: School of Social Work, Rutgers University, 390 George St, New Brunswick, NJ 08901, USA

IJERPH, 2020, vol. 17, issue 21, 1-12

Abstract: Hispanic children constitute the largest ethnic minority in the United States of America, and yet few studies examine the relationship between mindfulness and Hispanic children’s quality of life. This 2018 study seeks to gain insight into how mindfulness is associated with Hispanic children’s quality of life. We surveyed 96 children in 5th- and 6th-grade classes in three Northern New Jersey elementary schools in 2018. Structure Equation Modeling was used to examine the associations between mindfulness, executive function, social-emotional skills, and quality of life. The results indicate that mindfulness is significantly and directly associated with executive function (β = 0.53), and that executive function is positively associated with social-emotional skills (β = 0.54) and quality of life (β = 0.51) of the sampled Hispanic children. The total effects on quality of life are significant for mindfulness (β = 0.33), executive function (β = 0.62), and social-emotional skills (β = 0.20). The findings shed light upon factors that can affect Hispanic children’s quality of life and call for interventions related to these factors in order to improve their well-being.

Keywords: Hispanic children; mindfulness; quality of life; executive function; social-emotional skills (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/17/21/7796/pdf (application/pdf)
https://www.mdpi.com/1660-4601/17/21/7796/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:17:y:2020:i:21:p:7796-:d:434290

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().