Measuring the Effect of Mindfulness on Frustration and Creativity in Preschoolers

Author

• Jillian A. Badeaux, University of MississippiFollow

Date of Award

Spring 5-9-2026

Document Type

Undergraduate Thesis

Department

Psychology

First Advisor

Stephanie Miller

Second Advisor

Kenya Wolff

Third Advisor

Drew Lefmann

Relational Format

Dissertation/Thesis

Abstract

Emotional regulation in early childhood is very important for later social development and overall psychological functioning, but research on the impact of mindfulness in this younger age group remains limited. This study examined whether a brief mindfulness intervention could improve emotion regulation (frustration) and creative problem solving in preschoolers. Fifty children ages 4 to 5 from preschools in the Mississippi Delta region were randomly assigned to a mindfulness or a control condition. Children in the mindfulness group received a brief intervention emphasizing deep breathing, present moment attention, and nonjudgemental awareness. All participants completed a Locked Box Task (Goldsmith, 1995) to assess frustration related behaviors (e.g. persistence, disruptive behavior) and an Unusual Box Task (Berg & Hoika, 2014) to measure creativity problem solving. Results generally did not support the hypotheses that children who received the mindfulness training before completing the Locked Box Task would show greater persistence, and higher levels of fluency and originality in regards to the Unusual Box Task. Future work measuring the effectiveness of mindfulness intervention in preschoolers should include a larger sample size, while also examining participant engagement in the intervention itself.

Recommended Citation

Badeaux, Jillian A., "Measuring the Effect of Mindfulness on Frustration and Creativity in Preschoolers" (2026). Honors Theses. 3388.
https://egrove.olemiss.edu/hon_thesis/3388