正念干预对小学四年级学生执行功能的影响
文献类型：学位论文
| 作者 | 王黄萍 |
| 答辩日期 | 2021-12 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李会杰 |
| 关键词 | 正念干预 执行功能 焦虑 小学四年级学生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Effects of Mindfulness Intervention on Executive Function of Fourth Grade Primary School Students |
| 中文摘要 | Executive function is the operation process of supervising and controlling individual behavior and consciousness, which plays an important role in emotional regulation, efficiency of attending class and academic performance of primary school students. Studies have shown that the development of the frontal lobe and executive function in children aged 10-11 years are at a critical stage. Under the influence of the global COVID-19 pandemic, elementary school students are differentially affected in their emotions, behavior and academic performance. Mindfulness intervention is a psychological intervention method with the theory of mindfulness as the core, the current study attempts to examine the effect mindfulness intervention on improvement of executive function, and whether it can play a positive role in emotion, behavior and academic performance by conducting mindfulness intervention in the fourth grade primary school students.In this study, four classes of students in the fourth grade of a primary school in Beijing were randomly divided into intervention group and control group, each group containing 2 classes. An 11-week mindfulness intervention was carried out on primary school students in the intervention group, and class meetings or other activities were carried out at the same time for the control group of students. The mindfulness intervention group used mindfulness interventions once a week and mindfulness exercises twice a week. Before and after mindfulness intervention, the primary results of cognitive flexibility, inhibition control and the working memory, as well as secondary outcomes including mindfulness level, Five Facet Mindfulness Questionnaire, Strengths and Difficulties Questionnaire, Multidimensional Anxiety Scale for Children, and academic performance were measured for all the participants.The pre-test showed that there was no significant difference between the two groups in each test before mindfulness intervention. After 11 weeks of mindfulness intervention, the analysis of repeated measurement variance showed that cognitive flexibility, inhibitory control and working memory span were significantly improved in the mindfulness intervention group. In the intervention group, the observation of mindfulness level, perceived action, non-judgment, non-action dimension and total score were significantly improved; The hyperactivity dimension was significantly decreased and the prosocial behavior dimension was significantly increased, but the total score of the strength and difficulty questionnaire and other dimensions were not significantly increased in the intervention group. There was no significant reduction in anxiety or improvement in academic performance in the intervention group.This study showed that mindfulness intervention improved executive function, reduced hyperactivity and improved prosocial behavior , but did not reduce anxiety or improve academic performance in fourth grade primary school students. The current study investigated the effects of mindfulness intervention on fourth grade primary school students in bilingual school, provides new evidence support for the effect of mindfulness intervention on executive function, behavior and emotion. Mindfulness intervention provides the possible direction to promote and enhance cognitive development and behavioral and emotional health of primary school students. Future studies are warranted to explore the potential mechanisms for mindfulness interventions to improve cognition and behavior. |
| 英文摘要 | 执行功能是对个体的行为与意识进行监督和控制的操作过程，它对小学生情绪调节、听课效率和学业成绩等都发挥着重要的影响。已有研究表明10-11岁儿童的前额叶发展及执行共发展均处于关键时期。在全球新冠疫情影响下，小学生的情绪、行为和学业等均受到不同程度的影响。正念干预是一种以正念理论为核心的心理干预方法，本研究试图通过对小学生四年级学生开展正念干预，考察正念干预对执行功能的提升效果，以及对情绪、行为及学业成绩是否能起到积极作用。本研究通过整群抽样的方法，将北京市某小学四年级四个班学生随机分成干预组和对照组，每组包含2个班级。对干预组小学生开展为期11周的正念干预，对照组学生在同一时间开展班会或其他活动。正念干预组采用一周一次正念干预及一周两次正念练习的方式。在正念干预前及干预后，分别对两组学生进行认知灵活性、抑制控制及工作记忆广度等首要结果变量以及正念水平、长处与困难量表、青少年多维度焦虑量表及学业成绩等次要结果变量进行测量。前测表明，两组被试在正念干预前各个测试上均无显著差异。在11周正念干预后，重复测量方差分析表明正念干预组学生在认知灵活性、抑制控制及工作记忆广度上显著提升；干预组学生在正念水平的观察、觉知的行动、不判断、不行动维度以及总分上显著提升；干预组学生在多动维度上显著降低、在亲社会行为维度上显著提高，但在长处与困难量表总分及其他维度上没有显著提升；干预组学生在焦虑得分上未显著降低，在学业成绩上也未显著提升。本研究表明，正念干预提升了小学四年级学生的执行功能、降低了学生的多动行为、提高了亲社会行为，但是焦虑和学业成绩并未改善。本研究通过对双语学校小学四年级学生开展正念干预研究，为正念干预对执行功能及行为与情绪的作用提供了新的证据支持。正念干预为促进与提升小学生认知发展与行为和情绪健康提供了可能的方向。未来研究尚需要进一步探讨正念干预提升认知和行为的潜在机制。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45244]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王黄萍. 正念干预对小学四年级学生执行功能的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2021. |
入库方式： OAI收割
来源：心理研究所
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