Flook Lisa, Hirshberg Matthew J, Gustafson Lori, McGehee Chad, Knoeppel Cara, Tello Lawrence Y, Bolt Daniel M, Davidson Richard J
Center for Healthy Minds, University of Wisconsin-Madison.
Department of Educational Psychology, University of Wisconsin-Madison.
Appl Dev Sci. 2025;29(2):141-160. doi: 10.1080/10888691.2023.2297026. Epub 2024 Jan 9.
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5 graders from 21 classrooms randomly assigned to an 8-week mindfulness training or wait-list control group. Students were assessed at pre- and post-intervention on behavioral measures of executive functioning and teacher-rated social emotional competence, along with end of year social-emotional learning report card grades. Analyses using hierarchal linear modeling found that students in the intervention group demonstrated significant gains on a computerized task of cognitive flexibility, and end of year social-emotional learning grades controlling for prior year grades, but not teacher reported social emotional competence. Taken together these findings point to a simple, yet promising method for bolstering students' cognitive and social emotional skills.
需要开展更多研究，以了解基于学校的正念训练项目在青春期前几年所产生的影响，青春期前几年是发展的关键节点和过渡时期。本研究采用随机分配和客观测量方法，对小学生的正念情况进行了调查。样本包括来自21个教室的292名五年级学生，他们被随机分配到为期8周的正念训练组或候补控制组。在干预前后，对学生的执行功能行为指标、教师评定的社会情感能力以及年终社会情感学习报告卡成绩进行了评估。使用分层线性模型进行的分析发现，干预组的学生在认知灵活性的计算机化任务上有显著提高，并且在控制了前一年成绩的情况下，年终社会情感学习成绩有所提高，但教师报告的社会情感能力没有提高。综合这些发现表明，有一种简单但很有前景的方法可以增强学生的认知和社会情感技能。
