乡村中学生学习注意稳定性的静观心育干预随机对照研究
A Randomized Controlled Study of Mindfulness-Based Mental Health Education Interventing Learning Attention Stability among Rural Middle School Students
摘要: 目的：探讨静观心育对中学生学习注意稳定性的作用，及其特质静观与学习注意稳定性之间的关系。方法：采用整群随机对照实验，对92名实验组学生实行学校静观干预，对照组97名学生不进行干预。应用学习注意稳定性问卷和五因素静观度量表对被试的学习注意稳定性、特质静观进行前后测评估。结果：1) 将两组前后测结果比较可得知，实验组后测的学习注意稳定性水平和特质静观水平有显著提高(F = 3.346, 16.961, 14.321, p < 0.05)。2) 特质静观与学习注意稳定性呈现显著正相关(p < 0.05)。结论：静观心育可以明显提高乡村中学生的特质静观和学习注意稳定性水平。
Abstract: Objective: To explore the effect of mindfulness-based mental health education on the middle school students’ learning attention stability, and the relationship between trait mindfulness and learning attention stability. Methods: A cluster randomized controlled trial was conducted in which 92 students in the experimental group received school mindfulness training, while 97 students in the control group received no experimental intervention. Learning attention stability and trait mindfulness were evaluated by learning attention stability Questionnaire and the Five-factor Mindfulness Scale. Results: 1) Comparing the pretest and post test results of the two groups, the post-test levels of learning attention stability and trait mindfulness of the experimental group were significantly improved (F = 3.346, 16.961, 14.321, p < 0.05). 2) Trait mindfulness was positively correlated with learning attention stability (p < 0.05). Conclusion: Mindfulness-based mental health education can significantly improve rural middle school students’ trait mindfulness and learning attention stability.
文章引用：陈佳静, 邓玉, 雷蕾, 郑艳丽, 刘衔华. 乡村中学生学习注意稳定性的静观心育干预随机对照研究[J]. 教育进展, 2022, 12(12): 5451-5459. https://doi.org/10.12677/AE.2022.1212829

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