Lin Li-Jen, Lin Yu-Hsun, Yu Su-Ping, Liu Thu-Hua, Chen Yi-Lang
General Education Center, Ming Chi University of Technology, New Taipei, Taiwan.
Mindfulness Meditation Center, Ming Chi University of Technology, New Taipei, Taiwan.
Front Psychol. 2025 Feb 25;16:1539962. doi: 10.3389/fpsyg.2025.1539962. eCollection 2025.
Although mindfulness benefits are well-established across diverse populations, its impact on primary school children's interpersonal mindfulness, emotional intelligence, and attentional focus remains underexplored. This study evaluated the effectiveness of a four-week mindfulness-based practice (MBP) intervention among primary school students.
A cluster randomized controlled trial was conducted with 14 classes from Guanghua Elementary School, Taiwan. Classes were randomly assigned to either an intervention group (7 classes, = 123) or a control group (7 classes, = 158), encompassing middle and senior-grade male and female students. The intervention group participated in weekly 40-min MBP sessions over 4 weeks. Students completed three validated questionnaires measuring interpersonal mindfulness dimensions (Presence, PR; Awareness, AW; Nonreactivity, NR), emotional intelligence (EI), and mindfulness (MI, attentional focus), using 6-point Likert scales. Assessments were administered at baseline, immediately after the intervention, and at 8-week follow-up.
Baseline scores revealed no significant differences between the groups across all measures. After the 4-week intervention, the intervention group showed significant improvements in PR ( < 0.01), NR ( < 0.01), and MI ( < 0.001) compared to the control group. At the 8-week follow-up, improvements in PR and MI were maintained, while NR gains diminished. Three-way ANOVA identified that gender and grade significantly influenced AW ( < 0.01) and PR ( < 0.05), respectively, with stage effects observed for NR and EI ( < 0.05). Notably, the intervention enhanced AW among boys, and gender-grade interactions had a significant impact on NR and EI outcomes.
Overall, the four-week MBP intervention significantly enhanced primary school students' interpersonal mindfulness and attentional focus, with some benefits lasting up to 8 weeks. These findings highlight the importance of tailoring MBP programs to students' developmental stages and gender-specific needs. Future studies should investigate longer interventions and incorporate objective measures to further validate these outcomes.
尽管正念的益处已在不同人群中得到充分证实，但其对小学生人际正念、情商和注意力焦点的影响仍未得到充分研究。本研究评估了一项为期四周的基于正念的练习（MBP）干预对小学生的有效性。
对台湾光华小学的14个班级进行了整群随机对照试验。班级被随机分为干预组（7个班级，=123人）或对照组（7个班级，=158人），涵盖中高年级的男女学生。干预组在4周内每周参加40分钟的MBP课程。学生们使用6点李克特量表完成了三份经过验证的问卷，测量人际正念维度（在场，PR；意识，AW；无反应性，NR）、情商（EI）和正念（MI，注意力焦点）。在基线、干预后立即以及8周随访时进行评估。
基线分数显示，两组在所有测量指标上均无显著差异。经过4周的干预，与对照组相比，干预组在PR（<0.01）、NR（<0.01）和MI（<0.001）方面有显著改善。在8周随访时，PR和MI的改善得以维持，而NR的改善有所减少。三因素方差分析表明，性别和年级分别对AW（<0.01）和PR（<0.05）有显著影响，NR和EI观察到阶段效应（<0.05）。值得注意 的是，干预提高了男孩的AW，性别 - 年级交互作用对NR和EI结果有显著影响。
总体而言，为期四周的MBP干预显著提高了小学生的人际正念和注意力焦点，一些益处可持续长达8周。这些发现凸显了根据学生的发展阶段和特定性别需求调整MBP计划的重要性。未来的研究应调查更长时间的干预措施，并纳入客观测量方法以进一步验证这些结果。
