| 其他摘要 | 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. |
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