Ching Ho-Hoi, Koo Malcolm, Tsai Tsung-Huang, Chen Chiu-Yuan
Department of Natural Biotechnology, Nanhua University, Dalin, Chiayi 62249, Taiwan.
Department of Medical Research, Dalin Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Dalin, Chiayi 62247, Taiwan ; Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada M5T 3M7.
Evid Based Complement Alternat Med. 2015;2015:254358. doi: 10.1155/2015/254358. Epub 2015 Nov 10.
Mindfulness training has recently gained much research interest because of its putative benefits for both mental and physical health. However, little is available in its effects on Asian students. Therefore, a quasi-experimental pre/posttest design was used to assess the effects of a one-semester mindfulness meditation course in 152 first-year Taiwanese university students and compared with 130 controls. The Chinese version of the College Learning Effectiveness Inventory (CLEI) and a computer software program focused on specific cognitive tasks were used for the evaluation. Results from the analysis of covariance revealed that while the score of the full CLEI scale was significantly higher in the intervention group compared with the control (P = 0.022), none of the comparisons between the nine CLEI subscales were significantly different between the two groups. For the computer cognitive tasks, the intervention group exhibited significantly better performance in the accuracy of the digital vigilance task (P = 0.048), choice reaction time (P = 0.004), spatial working memory (P = 0.042), and digital vigilance task reaction time (P = 0.004). This study showed that a one-semester mindfulness meditation course was able to improve learning effectiveness and both attention and memory aspects of cognitive performance among Taiwanese university students.
正念训练最近因其对身心健康的假定益处而备受研究关注。然而，关于其对亚洲学生的影响却鲜有研究。因此，本研究采用了准实验前测/后测设计，以评估为期一学期的正念冥想课程对152名台湾大一学生的影响，并与130名对照组学生进行比较。使用中文版的《大学学习效能量表》（CLEI）和一个专注于特定认知任务的计算机软件程序进行评估。协方差分析结果显示，虽然干预组的CLEI量表总分显著高于对照组（P = 0.022），但两组在CLEI九个分量表上的比较均无显著差异。对于计算机认知任务，干预组在数字警觉任务的准确性（P = 0.048）、选择反应时间（P = 0.004）、空间工作记忆（P = 0.042）和数字警觉任务反应时间（P = 0.004）方面表现出显著更好的成绩。本研究表明，为期一学期的正念冥想课程能够提高台湾大学生的学习效能以及认知表现中的注意力和记忆力。
