正念干预对小学四年级学生执行功能的影响

Effects of mindfulness intervention on executive function of grade fourprimary school students

目的探讨正念干预对小学四年级学生执行功能和正念水平的改善效果。方法采用整群抽样的方法,从北京某小学的四年级抽取4个班,并随机分配到干预组和对照组,每组各2个班。干预组小学生接受为期11周的正念干预,对照组学生在同一时间开展班会活动。在正念干预前及干预后,对所有学生进行认知灵活性、抑制控制、工作记忆广度及正念水平的测量。结果重复测量方差分析表明:11周正念干预后,干预组学生的认知灵活性、抑制控制及工作记忆广度均显著提升(P<0.05);除描述维度外,干预组学生正念水平的观察、觉知的行动、不判断、不行动维度得分及总分均显著提升(P<0.05)。结论正念干预可提升小学四年级学生的执行功能和正念水平,为青少年认知功能的提升及问题行为的减少提供了干预方向。

Objective To explore the beneficial effects of mindfulness intervention on executive function and mindfulness level in the grade four primary school students.Methods By using the method of cluster sampling,four classes were selected in the grade four of a primary school in Beijing and were randomly assigned to the intervention group and the control group,with two classes in each group.The primary school students in the intervention group received mindfulness intervention for 11 weeks,while the students in the control group had class meetings at the same time.Before and after mindfulness intervention,cognitive flexibility,inhibition control,working memory span,and mindfulness were measured for all students.Results After 11-week-long mindfulness intervention,repeated measures ANOVA showed that the students of the intervention group significantly improved cognitive flexibility,inhibitioncontrol,and working memory span(P<0.05).Except for the description dimension,students of the intervention group significantly improved the dimensions of observation,perceived action,non-judgment,non-action,and the total scores of mindfulness(P<0.05).Conclusion Mindfulness intervention improves executive function and mindfulness levels of grade four primary school students,and provides a possible direction for the improvement of cognitive function and reduction of problem behaviors in adolescents.