Faculty of Psychology, University of Oviedo, Plaza de Feijoo, s/n, 33003 Oviedo, Spain.
Int J Environ Res Public Health. 2020 Apr 3;17(7):2447. doi: 10.3390/ijerph17072447.
The objective of this study was to examine the effect of , a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (n = 40; n = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils' attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects.
本研究旨在探讨基于正念的教育干预对小学三年级学生注意力、自我控制和攻击性的影响。为了实现这一目标，采用了切换重复设计。两组三年级小学生（n=40；n=33），年龄在 7 至 10 岁之间（M=8.08；DT=0.49），在不同时间点接受干预，一组为实验组，另一组为对照组。在两组中都检查了纵向差异，并在三个时间点（研究开始时、干预后每组一次）检查了两组之间的横向差异。为此，通过教师评定量表获得了学生注意力问题、自我控制缺陷和攻击性的测量。干预计划对减少小学生的注意力问题、自我控制缺陷和攻击性表现出积极的效果。该效果在干预直接针对的认知变量（注意力和自我控制）上更为显著。注意力是干预表现出最长效的变量。
