8周积极正念课程对幼儿自制力与情绪调节的影响

The Impact of an 8-Week Positive Mindfulness Course on Children’s Self-Control and Emotional Regulation

摘要: 自制力与情绪调节是幼儿社会情绪能力的核心成分，对其学业适应与心理健康具有长远影响。本研究旨在检验一项为期8周、融合积极心理学理念的游戏化正念课程对3~6岁幼儿执行功能与情绪调节能力的干预效果。采用准实验设计，从深圳市一所幼儿园选取8个班级，随机分为实验组(n = 58)与对照组(n = 50)。实验组接受每周2次、每次25~30分钟的团体正念课程，对照组进行常规活动。通过家长问卷(执行功能行为评定量表、情绪调节核查表)与幼儿行为实验(评估情绪识别、理解、表达、调节)进行前后测。协方差分析结果显示，在控制前测分数后，实验组幼儿在后测中的执行功能总分(F (1, 103) = 9.47, p = 0.003, η² = 0.084)，特别是抑制控制与工作记忆维度，以及情绪调节策略得分(F (1, 103) = 8.12, p = 0.005, η² = 0.073)均显著高于对照组。行为实验表明，实验组在情绪调节任务中选用适应性策略的比例更高(χ² = 8.34, p = 0.004)。研究表明，游戏化积极正念课程能有效促进幼儿自我调节能力的发展，为学前教育阶段的社会情感学习课程提供了实证支持与可操作的课程范式。

Abstract: Self control and emotional regulation are the core components of young children’s social emotional abilities, which have a long-term impact on their academic adaptation and mental health. The aim of this study is to examine the intervention effect of an 8-week gamified mindfulness course that integrates positive psychology concepts on executive function and emotional regulation ability in 3~6 years old children. Using a quasi experimental design, 8 classes were selected from a kindergarten in Shenzhen and randomly divided into an experimental group (n = 58) and a control group (n = 50). The experimental group received group mindfulness classes of 25~30 minutes twice a week, while the control group underwent routine activities. Conduct pre- and post-tests through parent questionnaires (Executive Function Behavior Assessment Scale, Emotion Regulation Checklist) and early childhood behavior experiments (evaluating emotion recognition, understanding, expression, and regulation). The covariance analysis results showed that after controlling for pre-test scores, the total score of executive function (F (1, 103) = 9.47, p = 0.003, η² = 0.084), especially in the dimensions of inhibitory control and working memory, as well as emotional regulation strategy scores (F (1, 103) = 8.12, p = 0.005, η² = 0. 073), of the experimental group children in the post test were significantly higher than those of the control group. Behavioral experiments showed that the experimental group had a higher proportion of using adaptive strategies in emotion regulation tasks (χ² = 8.34, p = 0.004). Research has shown that gamified positive mindfulness courses can effectively promote the development of children’s self-regulation abilities, providing empirical support and actionable curriculum paradigms for social emotional learning courses in preschool education.