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Alternative TitleEffectiveness of mindfulness training on negative emotions andacademic performance in junior one students
刘颖慧1,2,3,4; 赵春梅4; 贾莲4; 胡绍军4; 艾小兰4; 杨冬洁4; 陈小红4; 唐晓芒4; 王分分1,2,3; 祝卓宏1,2,3
First Author刘颖慧
Correspondent Emailzhuzh@
Contribution Rank1


Other Abstract

To investigate the effect of mindfulness training on improving negative emotions and improving academic performance in junior middle school students. Methods: A total of 192 junior one students in Beijing were selected and divided into three groups: the mindfulness training enhancement group ( n = 34) the mindfulness training group ( n = 62) and the non-mindfulness training group ( n = 96) . The mindfulness training enhancement group and the mindfulness training group used five periods of mindfulness recording to practice at noon every day from Monday to Friday with a cycle of 8 weeks. In addition the mindfulness training enhancement group added 2 pre-class trainings per week and completed home-independent practice tasks. During this period the non-mindfulness training group did not do any training. Negative emotion levels and academic performance were examined with the Depression Anxiety Stress Scale ( DASS-21) and the teacher-edited test paper at baseline ( T1) and the 8-week intervention ( T2) . Results: Repeated measures analysis of variance showed that the grouping main effect of DASS-21 total score and each factor score ( except depression scale) had statistical significance. The total scores and anxiety scores of DASS-21 were lower in T2 mindfulness training enhancement group than in the mindfulness training group ( P < 0. 05 or P < 0. 01) and the non-mindfulness training group ( Ps < 0. 01) the stress score was lower than the non-mindfulness training group ( P < 0. 01) . The interaction of the total scores of academic achievement was statistically significant. The scores of T2 in the mindfulness training group were higher than scores of T1 ( P < 0. 01) . Conclusion: High-intensity mindfulness training could help to improve the negative emotions of junior middle school studentsand mindfulness training also has a positive effect on academic performance.

Keyword初中生 正念训练 负性情绪 学业成绩
DOI10. 3969 /j. issn. 1000 - 6729. 2019. 09. 005
Source Publication中国心理卫生杂志
Indexed ByCSCD
Project Intro.


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Document Type期刊论文
First Author AffilicationInstitute of Psychology, Chinese Academy of Sciences;  Key Laboratory of Mental Health, CAS
Recommended Citation
GB/T 7714
刘颖慧,赵春梅,贾莲,等. 正念训练对初一学生负性情绪及学业成绩的干预效果[J]. 中国心理卫生杂志,2019,33(09):661-665.
APA 刘颖慧.,赵春梅.,贾莲.,胡绍军.,艾小兰.,...&祝卓宏.(2019).正念训练对初一学生负性情绪及学业成绩的干预效果.中国心理卫生杂志,33(09),661-665.
MLA 刘颖慧,et al."正念训练对初一学生负性情绪及学业成绩的干预效果".中国心理卫生杂志 33.09(2019):661-665.
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