正念行走对缓解大学生考试周负性情绪的效果研究
Study on the Effect of Mindful Walking on Alleviating Negative Emotions of Undergraduate Students during Exam Weeks
DOI: 10.12677/ap.2026.165245, PDF,    科研立项经费支持
作者: 付文豪, 陈晗炳, 黄艺婷, 曹佳宁：杭州医学院基础医学与法医学院，浙江 杭州；奚用勇*：杭州医学院临床医学院，浙江 杭州
关键词: 正念行走；大学生；考试；负性情绪；正念水平；Mindful Walking； Undergraduate Students； Examination； Negative Emotions； Mindfulness Level
摘要: 目的：探讨8周自助式正念行走对大学生考试周负性情绪与正念水平的干预效果。方法：本研究招募97名大学生受试者，全程参与试验的大学生74名，随机分为正念行走组(n = 35)和宣教对照组(n = 39)，进行为期8周的干预并评估效果。结果：研究发现，干预后干预组FFMQ总分及观察、描述、有意识地行动维度得分显著高于对照组(P < 0.05)，DASS-21总分及抑郁、压力维度得分显著低于对照组(P < 0.05)。结论：自助式正念行走在一定程度上能提升考试周大学生的观察、描述、有意识地行动维度的基础正念技能，缓解抑郁、压力情绪，而对提高不评判、不反应维度的高阶正念技能以及改善焦虑情绪的效果不显著。
Abstract: Objective: To investigate the intervention effect of 8-week self-administered mindful walking on negative emotions and mindfulness level of undergraduate students during exam weeks. Methods: A total of 97 undergraduate participants were recruited for this study, among whom 74 completed the entire trial. The participants were randomly divided into the mindful walking group (n = 35) and the health education control group (n = 39), and an 8-week intervention was conducted with subsequent effect evaluation. Results: After the intervention, the total score of the Five Facet Mindfulness Questionnaire (FFMQ) and the scores of its Observing, Describing, and Acting with Awareness dimensions in the intervention group were significantly higher than those in the control group(P < 0.05); meanwhile, the total score of the 21-item Depression Anxiety Stress Scales (DASS-21) and the scores of its Depression and Stress dimensions were significantly lower than those in the control group(P < 0.05). Conclusion: Self-guided mindful walking can to some extent improve basic mindfulness skills in the dimensions of observe, describe, and acting with awareness among college students during exam weeks, and alleviate depression and stress. However, it fails to enhance higher-order mindfulness skills in the dimensions of non-judging and non-reactivity, nor does it relieve anxiety.
文章引用：付文豪, 陈晗炳, 黄艺婷, 曹佳宁, 奚用勇 (2026). 正念行走对缓解大学生考试周负性情绪的效果研究. 心理学进展, 16(5), 127-134. https://doi.org/10.12677/ap.2026.165245

参考文献

[1] 龚栩, 谢熹瑶, 徐蕊, 罗跃嘉(2010). 抑郁-焦虑-压力量表简体中文版(DASS-21)在中国大学生中的测试报告. 中国临床心理学杂志, 18(4), 443-446.
[2] 马慧, 严进, 王志红, 刘涛生, 罗跃嘉(2005). 大学生考试应激源下焦虑、抑郁情绪的状态调查. 第四军医大学学报, (3), 261-264.
[3] 邱平, 罗黄金, 李小玲, 唐寒梅, 傅燕艳, 陈贵(2013). 大学生正念对冗思和负性情绪的调节作用. 中国健康心理学杂志, 21(7), 1088-1090.
[4] 邵红涛, 任桂琴, 丁晓茜, 于明阳, 郭丰波(2023). 正念冥想对走神的影响及其作用机制. 心理科学进展, 31(12), 2368-2379.
[5] 王宴庆, 赵鑫(2015). 正念对考试焦虑的影响:情绪调节自我效能感的中介作用. 中国临床心理学杂志, 23(4), 746-749.
[6] 徐慰, 王玉正, 刘兴华(2015). 8周正念训练对负性情绪的改善效果. 中国心理卫生杂志, 29(7), 497-502.
[7] 叶文, 方晓红, 王连云, 陈海娥, 叶平(2021). 正念行走对高危孕妇预防子痫前期研究. 中国现代医生, 59(12), 67-71.
[8] Abdulghani, H. M., AlKanhal, A. A., Mahmoud, E. S., Ponnamperuma, G. G., & Alfaris, E. A. (2011). Stress and Its Effects on Medical Students: A Cross-Sectional Study at a College of Medicine in Saudi Arabia. Journal of Health, Population and Nutrition, 29, 516-522.[CrossRef] [PubMed]
[9] Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13, 27-45.[CrossRef] [PubMed]
[10] Cavanagh, K., Strauss, C., Forder, L., & Jones, F. (2014). Can Mindfulness and Acceptance Be Learnt by Self-Help? A Systematic Review and Meta-Analysis of Mindfulness and Acceptance-Based Self-Help Interventions. Clinical Psychology Review, 34, 118-129.[CrossRef] [PubMed]
[11] Chen, W., Peng, K., Gao, M., Meng, Z., Wang, L., & Liao, Y. (2024). Factor Structure and Measurement Invariance of the Depression Anxiety Stress Scale (DASS-21) in Chinese Left-Behind and Non-Left-Behind Children: An Exploratory Structural Equation Modeling Approach. BMC Public Health, 24, Article No. 1660.[CrossRef] [PubMed]
[12] Deng, Y. Q., Li, S., Tang, Y. Y., Zhu, L. H., Ryan, R., & Brown, K. (2012). Psychometric Properties of the Chinese Translation of the Mindful Attention Awareness Scale (MAAS). Mindfulness, 3, 10-14.[CrossRef] 
[13] Edwards, M. K., Rosenbaum, S., & Loprinzi, P. D. (2018). Differential Experimental Effects of a Short Bout of Walking, Meditation, or Combination of Walking and Meditation on State Anxiety among Young Adults. American Journal of Health Promotion, 32, 949-958.[CrossRef] [PubMed]
[14] Erisman, S. M., & Roemer, L. (2010). A Preliminary Investigation of the Effects of Experimentally Induced Mindfulness on Emotional Responding to Film Clips. Emotion, 10, 72-82.[CrossRef] [PubMed]
[15] Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10, 144-156.[CrossRef] 
[16] Li, Y., Zhang, Y., Wang, C., Luo, J., Yu, Y., Feng, S. et al. (2025). Supported Mindfulness-Based Self-Help Intervention as an Adjunctive Treatment for Rapid Symptom Change in Emotional Disorders: A Practice-Oriented Multicenter Randomized Controlled Trial. Psychotherapy and Psychosomatics, 94, 119-129.[CrossRef] [PubMed]
[17] Ma, J., Williams, J. M., Morris, P. G., & Chan, S. W. Y. (2023). Effectiveness of a Mindful Nature Walking Intervention on Sleep Quality and Mood in University Students during Covid-19: A Randomised Control Study. Explore, 19, 405-416.[CrossRef] [PubMed]
[18] Nwadi, C. L., Edeh, N. I., Ugwunwoti, E. P., Nwokike, F. O., Nneji, O. S., Anamezie, R. C. et al. (2025). Impact of Cognitive-Behavioral Therapy and Mindfulness-Based Stress Reduction in Mitigating Test Anxiety and Enhancing Academic Achievement among Vocational Education Students at Nigerian Universities. BMC Medical Education, 25, Article No. 578.[CrossRef] [PubMed]
[19] Roemer, L., Lee, J. K., Salters-Pedneault, K., Erisman, S. M., Orsillo, S. M., & Mennin, D. S. (2009). Mindfulness and Emotion Regulation Difficulties in Generalized Anxiety Disorder: Preliminary Evidence for Independent and Overlapping Contributions. Behavior Therapy, 40, 142-154.[CrossRef] [PubMed]
[20] Rusch, H. L., Rosario, M., Levison, L. M., Olivera, A., Livingston, W. S., Wu, T. et al. (2019). The Effect of Mindfulness Meditation on Sleep Quality: A Systematic Review and Meta‐Analysis of Randomized Controlled Trials. Annals of the New York Academy of Sciences, 1445, 5-16.[CrossRef] [PubMed]