Tang Yanmei, Geng Liuna, Schultz P Wesley, Zhou Kexin, Xiang Peng
Department of Psychology, Nanjing University, Nanjing, China.
Department of Psychology, Nanjing University, Nanjing, China.
Conscious Cogn. 2017 May;51:140-148. doi: 10.1016/j.concog.2017.03.005. Epub 2017 Mar 22.
This current article explores the differential effects of mindful learning on pro-environmental behavior from the perspective of self-expansion. A total of 253 participants were recruited for four experiments. In Study 1, the mindful-learning group reported greater levels of pro-environmental behavioral intentions compared to a randomized control. In Study 2, we utilized different learning materials focusing on self, humans, or the biosphere in three sub-experiments. Study 2a manipulated mindsets by a self-related focus and revealed participants in a mindfulness condition had lower pro-environmental behavioral intentions than those in the mindlessness group. Study 2b centered on "humans" and results showed that participants in a mindfulness group reported higher levels of pro-environmental behavioral intentions. Finally, Study 2c induced mindsets with a biospheric focus, showing participants in the mindful-learning condition had greater pro-environmental behavioral intentions. Combined, the studies provide empirical evidence that mindful learning could influence self-reported pro-environmental behavioral intentions both positively and negatively.
本文从自我扩展的角度探讨了正念学习对亲环境行为的不同影响。共有253名参与者被招募来参与四项实验。在研究1中，与随机对照组相比，正念学习组报告了更高水平的亲环境行为意图。在研究2中，我们在三个子实验中使用了关注自我、人类或生物圈的不同学习材料。研究2a通过自我相关的关注点来操纵思维模式，结果显示处于正念状态的参与者比处于无意识状态的参与者具有更低的亲环境行为意图。研究2b以“人类”为中心，结果表明正念组的参与者报告了更高水平的亲环境行为意图。最后，研究2c以生物圈为关注点来诱导思维模式，结果显示处于正念学习状态的参与者具有更强的亲环境行为意图。综合来看，这些研究提供了实证证据，表明正念学习可能对自我报告的亲环境行为意图产生积极和消极的影响。
