静观心育对中学生欺凌行为的影响

The Impact of Mindfulness in Mental Health Education on Bullying Behaviors among Middle School Students

摘要: 目的：探讨静观心育对中学生欺凌行为的作用，及其特质正念、自控力、欺凌行为之间的关系。方法：采取整群随机对照实验，对实验组92名学生实施静观心育，对照组97名学生不进行实验干预。应用Olweus儿童欺凌问卷(OBVQ)、自我控制量表(SCS)和五因素静观问卷(FFMQ)对被试的欺凌行为、特质正念、自控力进行前后测评估。结果：1) 与实验组前测[特质正念前测(2.89 ± 0.30)、自控力前测(3.05 ± 0.54)、欺凌行为前测(1.46 ± 0.45)]和对照组前后测的结果[特质正念前测(2.96 ± 0.29)与后测(2.98 ± 0.35)、自控力前测(3.16 ± 0.55)与后测(3.12 ± 0.63)、欺凌行为前测(1.42 ± 0.36)与后测(1.43 ± 0.47)]比较，实验组的特质正念后测(3.49 ± 0.64)和自控力后测(3.55 ± 0.72)的得分显著提高(P < 0.01)，而欺凌行为后测得分(1.09 ± 0.20)显著降低(P < 0.01)。2) 特质正念与自控力呈现显著正相关(r = 0.13~0.63, P < 0.05)，特质正念、自控力与欺凌行为呈现显著负相关(r = −0.38~−0.13, P < 0.05)。3) 特质正念对欺凌他人和被人欺凌的总效应分别为−0.77和−0.96 (P < 0.01)，自控力的中介效应占总效应的37.66%、31.25% (P < 0.01)。结论：静观心育能够明显提高中学生的特质正念和自控力水平，减少中学生的欺凌行为，自控力在特质正念和欺凌行为之间起中介作用。

Abstract: Objective: To explore the impact of mindfulness in mental health education on bullying behaviors among middle school students and the relationship among trait mindfulness (TM), self-control (SC) and bullying behavior(BB). Methods: The current study conducted a cluster randomized controlled trial, in which 92 students in the experimental group received mindfulness intervention, while 97 students in control group were randomized to no intervention. The Olweus Bully/Victim Question-naire (OBVQ), the Self-control Scale (SCS) and the Five Facet Mindfulness Questionnaire (FFMQ) were used to measure the participants’ bullying behavior, self-control, and trait mindfulness before and after the test. Results: 1) Compared with the pretest scores of the experimental group (TM pre-test 2.89 ± 0.30, SC pretest 3.05 ± 0.54, BB pretest 1.46 ± 0.45) and the pre-post-test scores of con-trol group (TM pretest 2.96 ± 0.29 and post-test 2.98 ± 0.35, SC pretest 3.16 ± 0.55 and post-test 3.12 ± 0.63, BB pretest 1.42 ± 0.36 and post-test 1.43 ± 0.47), the post-test scores of TM (3.49 ± 0.64) and SC (3.55 ± 0.72) in the experimental group were significantly increased (P < 0.01), and the scores of BB (1.09 ± 0.20) were significantly decreased (P < 0.01). 2) TM was positively associ-ated with SC (r = 0.13~0.63, P < 0.05). TM and SC were negatively associated with BB (r = −0.38~−0.13, P < 0.05). 3) The overall effects of trait mindfulness on bullying and being-bullied were −0.77 and −0.96 respectively (P < 0.01). The mediating effect of self-control accounted for 37.66% and 31.25% of the overall effect (P < 0.01). Conclusion: School-based mindfulness training distinctly improves trait mindfulness and self-control, and reduces bullying behavior of middle school students. Moreover, self-control acts as a mediating role between trait mindfulness and bul-lying behavior.