TY - JOUR AU - Farrell, Grace AU - Sox, Diana PY - 2021/11/03 Y2 - 2024/03/29 TI - Positive Affirmations and Their Effect on Children’s Moods in an Elementary Classroom JF - Journal of Student Research JA - J Stud Res VL - 10 IS - 3 SE - DO - 10.47611/jsrhs.v10i3.1715 UR - https://www.jsr.org/hs/index.php/path/article/view/1715 SP - AB - <p><span style="font-weight: 400;">This study set out to find out how </span><strong>positive affirmations </strong><span style="font-weight: 400;">affect children in an </span><strong>elementary</strong><span style="font-weight: 400;"> aged classroom. The study consisted of thirteen students in a mixed age Montessori classroom. The study lasted ten days and for six of those days the students simply rated their mood. For the next six days students said</span><strong> positive affirmations</strong><span style="font-weight: 400;"> in the morning and rated themselves like they did the previous six days. This study used the </span><strong>Mood Meter</strong><span style="font-weight: 400;"> as the scale for students’ moods. The Mood Meter was created by the Yale Center for Emotional Intelligence.&nbsp; This study used </span><strong>Evaluation Research Method IV</strong><span style="font-weight: 400;"> in order to see that by implementing positive affirmations into a classroom would children’s moods increase. The study did not find a correlation between students saying </span><strong>positive affirmations </strong><span style="font-weight: 400;">and students’ moods. Although this study did not find a correlation between positive affirmations and students’ moods, the method that was used can be replicated on a larger population and longer study in order to see the true effects.&nbsp;</span></p><p>&nbsp;</p> ER -