Li Yuntao, Yang Ningxi, Zhang Yan, Xu Wei, Cai Li
Psychological Education and Counselling Centre, Southwest University of Science and Technology, Mianyang, China.
Department of Applied Psychology, College of Humanities and Social Sciences, Harbin Engineering University, Harbin, China.
Front Psychol. 2021 Mar 2;12:558690. doi: 10.3389/fpsyg.2021.558690. eCollection 2021.
Attention and working memory are important cognitive functions that affect junior school students' learning ability and academic performance. This study aimed to explore the relationships among trait mindfulness, attention, and working memory and to explore differences in performance between a high trait mindfulness group and a low one in attention and working memory under different stressful situations. In study 1, 216 junior school students completed the Five Facet Mindfulness Questionnaire (FFMQ), and their attention and working memory were tested in a non-pressure situation. The results showed that attention had a partial mediating effect between mindfulness and working memory. In study 2, the high trait mindfulness group and the low one were tested for attention and working memory under situations with single and multiple pressures. One notable result was that the attention and working memory performances of the high mindfulness group were all significantly higher than those of the low mindfulness group in every stress situation (no stress, single stress, and multiple stresses). Other important results were that trait mindfulness moderates the relationship between stress and attention and between stress and working memory. These results suggest that trait mindfulness has a protective effect in the process by which various stresses affect attention and working memory. These findings indicate that trait mindfulness is an important psychological quality that affects the attention and working memory of junior school students, and it is also an important psychological resource for effectively coping with the impact of stress on attention and working memory. Therefore, it is possible that improving trait mindfulness may help to improve junior school students' attention and working memory and enable them to cope better with stress, thereby helping to improve academic performance. This research is of great significance for understanding the association between key psychological qualities and cognitive functions in different stressful situations. These findings also provide insight for future studies in educational psychology.
注意力和工作记忆是重要的认知功能，会影响初中生的学习能力和学业成绩。本研究旨在探讨特质正念、注意力和工作记忆之间的关系，并探讨在不同压力情境下，高特质正念组和低特质正念组在注意力和工作记忆方面的表现差异。在研究1中，216名初中生完成了五因素正念问卷（FFMQ），并在无压力情境下测试了他们的注意力和工作记忆。结果表明，注意力在正念和工作记忆之间起部分中介作用。在研究2中，对高特质正念组和低特质正念组在单一压力和多重压力情境下的注意力和工作记忆进行了测试。一个显著的结果是，在每种压力情境（无压力、单一压力和多重压力）下，高正念组的注意力和工作记忆表现均显著高于低正念组。其他重要结果是，特质正念调节了压力与注意力之间以及压力与工作记忆之间的关系。这些结果表明，特质正念在各种压力影响注意力和工作记忆的过程中具有保护作用。这些发现表明，特质正念是影响初中生注意力和工作记忆的重要心理素质，也是有效应对压力对注意力和工作记忆影响的重要心理资源。因此，提高特质正念可能有助于提高初中生的注意力和工作记忆，并使他们更好地应对压力，从而有助于提高学业成绩。本研究对于理解不同压力情境下关键心理素质与认知功能之间的关联具有重要意义。这些发现也为未来教育心理学的研究提供了启示。
