Studv on the Relationshiu and the Intervention Effect among Primary School Students Mindfulness-based Calligrauhy, Attentional Bias and Mobile Phone Addiction
Since the outbreak of the COVID-19 pandemic, many schools have followed the policy of "stopping schooling but maintain learning online. Long time online learning plus wechating and many sorts of short video entertainments are the causes of students' attentional bias and smart phone addiction. Meanwhile studies of mindfulness-based training to students' attentional bias have been increasing and the effect to intervern students' smart phone addiction has been growingly significant.
This study combines the concept of mindfulness, attentional bias and primary students mobile phone addiction to explore the mechanism among mindfulness level, attention bias and primary student's mobile phone addiction. In addition, an intervention plan for Mindfulness-based Calligraphy Training is specially designed. The plan aims to explore whether Mindfulness-based Calligraphy Training can effectively intervene attention bias of mobile phone addiction primary students.
This study contains the following two sub-studies:
In the first study, 104 pupils in Grade 3 to 6 were monitored by completing questionnaires including the Five Facet Mindfulness Questionnaire (FFMQ), Pupils' Mobile Phone Addiction Questionnaire (PMPAQ), and Chinese-version Attention to Positive and Negative Information Scale (CAPNIS). Statistical process of 69 valid questionnaires is implemented to explore the current situation of mobile phone addiction among primary school students, and analyze the relationship between mobile phone addiction and mindfulness, and study the mediating effect of attentional bias on the two;
In the second study, the recruited subjects were screened on the basis of the first study: 27 students were screened with the symptoms of "mobile phone addiction" (that is, the total score exceeded 45 points) by the above-mentioned PMPAQ, and the remaining 42 students had no symptoms of `mobile phone addiction'. Then, 3 out of 27 students in the `Mobile Phone Addiction group" (referred to as "MPA group") who suffered from depression or anxiety due to recent bereavement or other reasons were excluded, and the MPA group was finally determined with a total of 24 students. Then, among the 42 students without "mobile phone addiction" symptoms, 24 students were randomly selected as the control group, which is called the "non-mobile phone addiction group" (Non-MPA group). Finally, among the 24 people in the MPA group, 12 were randomly selected as members of the Mindfulness-based Calligraphy Training group (MCT group), and they would receive an eight-week Mindfulness-based Calligraphy Training intervention; the remaining 12 people would automatically become the Non-Mindfulness-based Calligraphy Training group (Non-MCT group) members, who only receive traditional calligraphy lessons as usual.
The main conclusions of the study are as follows:
(1) There is a significant correlation between the level of mindfulness, the level of attentional bias and the degree of mobile phone addiction among pupils in Grade 3 to 6. The level of mindfulness and attentional bias of these students have predictive effects on their degree of mobile phone addiction;
(2) The attentional bias of primary school students in Grades 3一6 acts as a mediator between the level of mindfulness and the degree of mobile phone addiction;
(3) Mindfulness-based Calligrap场Training (MCT) can optimize the attentional bias of primary school students in Grade 3一6, thereby relieving their mobile phone addiction.
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