学校正念干预对学生执行功能的影响——基于35项实验与准实验研究的元分析
Effects of School-Based Mindfulness Intervention on Students’ Executive Functions—A Meta-Analysis Based on 35 Experimental and Quasi-Experimental Studies
DOI: 10.12677/ap.2026.165233, PDF,   
作者: 徐金辉：中南财经政法大学罗马一大法与经济学院，湖北 武汉；胡向阳*：中南财经政法大学刑事司法学院，湖北 武汉
关键词: 学校正念干预；执行功能；干预时长；年龄；元分析；School-Based Mindfulness Intervention； Executive Functions； Intervention Duration； Age； Meta-Analysis
摘要: 学校正念干预对学生执行功能的影响目前存在争议，本研究利用元分析系统评估两者间的因果关系。通过检索Web of Science、ERIC、Proquest Central、PsyINFO、Science Online、CNKI、万方以及维普，收集学校正念干预学生执行功能的对照实验，不限制检索年份。总共纳入了35篇文献(51个独立效应值；总样本量为4011名学生)。元分析显示，学校正念干预可以改善学生抑制控制(SMD = 0.49, 95% CI [0.30, 0.69], p < 0.001)和认知灵活性(SMD = 0.31, 95% CI [0.03, 0.59], p < 0.05)，对工作记忆(SMD = 0.19, 95% CI [0.02, 0.37], p < 0.05)的改善较小。调节效应分析发现，干预时长和年龄是学校正念干预对抑制控制影响的调节变量。学校正念干预能整体上改善学生执行功能，尤以提升抑制控制最为显著；其中，对抑制控制的干预效果受干预时长和年龄的显著调节。
Abstract: The effect of school-based mindfulness intervention on students’ executive function is contentious among existing studies; the meta-analysis clarified the causal relationship between the two and identified its influencing factors. This study searched Web of Science, ERIC, Proquest Central, PsyINFO, Science Online, CNKI, WanFang and VIP (Unrestricted search year) for controlled trials. A total of 35 articles (51 effect sizes; 4011 participants) were included. The results of meta-analysis showed school-based mindfulness intervention improved inhibitory control (SMD = 0.49, 95% CI [0.30, 0.69], p < 0.001) and cognitive flexibility (SMD = 0.31, 95% CI [0.03, 0.59], p < 0.05), with a smaller improvement on working memory (SMD = 0.19, 95% CI [0.02, 0.37], p < 0.05). Moderation analysis revealed that intervention duration and age significantly moderated the effect of the school-based mindfulness intervention on inhibitory control. Overall, school-based mindfulness interventions improved students’ executive functions, with the most pronounced effect on inhibitory control; notably, the intervention effect on inhibitory control was significantly moderated by intervention duration and age.
文章引用：徐金辉, 胡向阳 (2026). 学校正念干预对学生执行功能的影响——基于35项实验与准实验研究的元分析. 心理学进展, 16(5), 21-30. https://doi.org/10.12677/ap.2026.165233

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