PSYCH OpenIR  > 中国科学院心理健康重点实验室
正念训练对初一学生负性情绪及学业成绩的干预效果
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@ psych.ac.cn
Contribution Rank1
Abstract

目的:考察正念训练改善初一学生负性情绪和提升学业成绩的效果。方法:选取北京市某中学初一年级学生192人,将其分成正念训练增强组(n=34)、正念训练组(n=62)和非正念训练组(n=96)3组,正念训练增强组和正念训练组运用五段正念录音周一至周五每日中午练习,循环8周。另外,正念训练增强组每周增加2次课前训练,完成家庭自主练习任务。在此期间非正念训练组不做任何训练。采用抑郁-焦虑-压力自评量表简版(DASS-21)、教师自编学业试卷于基线(T1)、8周干预后(T2)施测,考察负性情绪水平及学业成绩。结果:重复测量方差分析结果显示,DASS-21总分及各因子分(抑郁分量表除外)的分组主效应均有统计学意义,T2正念训练增强组DASS-21总分和焦虑得分低于正念训练组(P<0.05或P<0.01)和非正念训练组(均P<0.01),压力得分低于非正念训练组(P<0.01)。结论:高强度正念训练有助于改善初一学生负性情绪;正念训练对学业成绩也产生了积极的促进作用。

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
2019
Language中文
DOI10. 3969 /j. issn. 1000 - 6729. 2019. 09. 005
Source Publication中国心理卫生杂志
ISSN1000-6729
Volume33Issue:09Pages:661-665
Subtype期刊论文
Indexed ByCSCD
Project Intro.

北京科技计划项目(D151100002315003)

CSCD IDCSCD:6562155
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/29942
Collection中国科学院心理健康重点实验室
Affiliation1.中国科学院心理研究所
2.中国科学院心理健康重点实验室(中国科学院心理研究所)
3.中国科学院大学心理学系
4.北京市中关村中学知春分校
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.
Files in This Item:
File Name/Size DocType Version Access License
正念训练对初一学生负性情绪及学业成绩的干(208KB)期刊论文出版稿限制开放CC BY-NC-SAApplication Full Text
Related Services
Recommend this item
Bookmark
Usage statistics
Export to Endnote
Google Scholar
Similar articles in Google Scholar
[刘颖慧]'s Articles
[赵春梅]'s Articles
[贾莲]'s Articles
Baidu academic
Similar articles in Baidu academic
[刘颖慧]'s Articles
[赵春梅]'s Articles
[贾莲]'s Articles
Bing Scholar
Similar articles in Bing Scholar
[刘颖慧]'s Articles
[赵春梅]'s Articles
[贾莲]'s Articles
Terms of Use
No data!
Social Bookmark/Share
All comments (0)
No comment.
 

Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.