A cluster randomized controlled trial examining the effects of a four-week mindfulness-based practice on primary school students’ interpersonal mindfulness, emotional intelligence, and attentional focus DOI Creative Commons
Li‐Chan Lin, Yu‐Hsun Lin, Su-Ping Yu

et al.

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: Feb. 25, 2025

Although mindfulness benefits are well-established across diverse populations, its impact on primary school children's interpersonal mindfulness, emotional intelligence, and attentional focus remains underexplored. This study evaluated the effectiveness of a four-week mindfulness-based practice (MBP) intervention among students. A cluster randomized controlled trial was conducted with 14 classes from Guanghua Elementary School, Taiwan. Classes were randomly assigned to either an group (7 classes, n = 123) or control 158), encompassing middle senior-grade male female The participated in weekly 40-min MBP sessions over 4 weeks. Students completed three validated questionnaires measuring dimensions (Presence, PR; Awareness, AW; Nonreactivity, NR), intelligence (EI), (MI, focus), using 6-point Likert scales. Assessments administered at baseline, immediately after intervention, 8-week follow-up. Baseline scores revealed no significant differences between groups all measures. After 4-week showed improvements PR (p < 0.01), NR MI 0.001) compared group. At follow-up, maintained, while gains diminished. Three-way ANOVA identified that gender grade significantly influenced AW 0.01) 0.05), respectively, stage effects observed for EI 0.05). Notably, enhanced boys, gender-grade interactions had outcomes. Overall, students' focus, some lasting up 8 These findings highlight importance tailoring programs developmental stages gender-specific needs. Future studies should investigate longer interventions incorporate objective measures further validate these

Language: Английский

A cluster randomized controlled trial examining the effects of a four-week mindfulness-based practice on primary school students’ interpersonal mindfulness, emotional intelligence, and attentional focus DOI Creative Commons
Li‐Chan Lin, Yu‐Hsun Lin, Su-Ping Yu

et al.

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: Feb. 25, 2025

Although mindfulness benefits are well-established across diverse populations, its impact on primary school children's interpersonal mindfulness, emotional intelligence, and attentional focus remains underexplored. This study evaluated the effectiveness of a four-week mindfulness-based practice (MBP) intervention among students. A cluster randomized controlled trial was conducted with 14 classes from Guanghua Elementary School, Taiwan. Classes were randomly assigned to either an group (7 classes, n = 123) or control 158), encompassing middle senior-grade male female The participated in weekly 40-min MBP sessions over 4 weeks. Students completed three validated questionnaires measuring dimensions (Presence, PR; Awareness, AW; Nonreactivity, NR), intelligence (EI), (MI, focus), using 6-point Likert scales. Assessments administered at baseline, immediately after intervention, 8-week follow-up. Baseline scores revealed no significant differences between groups all measures. After 4-week showed improvements PR (p < 0.01), NR MI 0.001) compared group. At follow-up, maintained, while gains diminished. Three-way ANOVA identified that gender grade significantly influenced AW 0.01) 0.05), respectively, stage effects observed for EI 0.05). Notably, enhanced boys, gender-grade interactions had outcomes. Overall, students' focus, some lasting up 8 These findings highlight importance tailoring programs developmental stages gender-specific needs. Future studies should investigate longer interventions incorporate objective measures further validate these

Language: Английский

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