期刊：
Psychology in the Schools,2024年61(3):1034-1053 ISSN：0033-3085
通讯作者：
Liu, XH
作者机构：
[Deng, Yu; Chen, Jiajing; Liu, Xianhua; Zheng, Yanli; Lei, Lei] Hengyang Normal Univ, Coll Educ Sci, Hengyang, Hunan, Peoples R China.;[Liu, Xianhua; Liu, XH] Hengyang Normal Univ, Coll Educ Sci, 16 Henghua Rd, Hengyang 421002, Hunan, Peoples R China.
通讯机构：
[Liu, XH ] H;Hengyang Normal Univ, Coll Educ Sci, 16 Henghua Rd, Hengyang 421002, Hunan, Peoples R China.
关键词：
dispositional mindfulness;learning burnout;middle school students;psychological resilience;school-based mindfulness training
摘要：
This study aimed to explore the effectiveness of school-based mindfulness training on learning burnout of Chinese middle school students and the mediating role of psychological resilience between dispositional mindfulness and learning burnout. A cluster randomized controlled trial was conducted with repeated measurement analysis, in which 62 Chinese middle school students in the experimental group received a 10-week school-based mindfulness training. In comparison, 63 students in the control group were randomized to receive no intervention. Learning burnout, dispositional mindfulness, and psychological resilience were measured by Adolescent Student Burnout Inventory, Five Facet Mindfulness Questionnaire, and Resilience Scale for Chinese Adolescents, respectively. The results showed: (1) Compared with the experimental group's pre-test scores and the control group's pretest and posttest scores, the posttest scores of learning burnout in the experimental group significantly decreased. In contrast, the posttest scores of dispositional mindfulness and psychological resilience in the experimental group significantly increased. Meanwhile, the control group gained no significant changes between the pre-and posttest in learning burnout, dispositional mindfulness, and psychological resilience. (2) Dispositional mindfulness was positively related to psychological resilience, while dispositional mindfulness and psychological resilience were negatively associated with learning burnout. (3) The direct effect of dispositional mindfulness on learning burnout and the mediating effect of psychological resilience between dispositional mindfulness and learning burnout were significant. This study suggested that school-based mindfulness training distinctly improves dispositional mindfulness and psychological resilience and alleviates learning burnout in Chinese middle school students. Furthermore, psychological resilience plays a mediating role between dispositional mindfulness and learning burnout.
School-based mindfulness training is an effective intervention method to alleviate learning burnout of Chinese middle school students.
Dispositional mindfulness is a protective factor of learning burnout, and psychological resilience plays a mediating role between dispositional mindfulness and learning burnout.
School-based mindfulness training alleviates learning burnout by improving dispositional mindfulness and psychological resilience.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1325436 ISSN：1664-1078
通讯作者：
Hu, YQ
作者机构：
[Qi, Qi; Hu, Yiqiu; Liu, Shuangjin; Hu, YQ; Yang, Qin; Wu, Tong; Zeng, Zihao; Wang, Hongcai] Hunan Normal Univ, Sch Educ Sci, Changsha, Peoples R China.;[Wang, Hongcai] Hunan Inst Technol, Sch Elect Informat Engn, Hengyang, Peoples R China.;[Liu, Xianhua] Hengyang Normal Univ, Coll Educ Sci, Hengyang, Peoples R China.;[Hu, Yiqiu; Hu, YQ] Res Ctr Mental Hlth Educ Hunan Prov, Changsha, Peoples R China.;[Hu, Yiqiu; Hu, YQ] Cognit & Human Behav Key Lab Hunan Prov, Changsha, Peoples R China.
通讯机构：
[Hu, YQ ] H;Hunan Normal Univ, Sch Educ Sci, Changsha, Peoples R China.;Res Ctr Mental Hlth Educ Hunan Prov, Changsha, Peoples R China.;Cognit & Human Behav Key Lab Hunan Prov, Changsha, Peoples R China.
关键词：
life events;NSSI;Sleep disturbances;PLEs;college students
摘要：
<jats:p>This study aimed to explore the relationship between life events and non-suicidal self-injury (NSSI) in college students, as well as the mediating effect of sleep disturbances and psychotic-like experiences (PLEs). After excluding invalid questionnaires, 5,754 were retained, and the valid efficiency was 75.94%. The subjects were aged 16 to 29 years (M = 19.166; SD = 1.392), with 1,969 males (34.22%) and 3,785 females (65.78%). Life events, sleep disturbances, PLEs, and NSSI were assessed using standard scales. Data were analyzed by Pearson Correlation Analysis and bias-correction percentile Bootstrap method. The results show that (1) life events were significant positive predictors of NSSI, sleep disturbances, and PLEs; (2) sleep disturbances, PLEs, and the chain mediation between the two, were mediators between life events and NSSI. Life events are thus shown to be an important external factor influencing NSSI in university students, and this process is mediated through sleep disturbances, PLEs, and the chain between the two. Interventions for NSSI can therefore be made by improving college students’ sleep quality and reducing PLEs.</jats:p>
关键词：
乡村中学生;静观心育;学习注意稳定性Rural Middle School Students
摘要：
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.#@#@#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。
关键词：
校外导师指导行为;心理健康教育硕士;实习绩效;教师胜任力Mentoring of Extramural Advisor
摘要：
Abstract: Objective: To explore the impact of mentoring of extramural advisor on job performance of practice in postgraduates of mental health education and the mediating role of teacher competency. Methods: The convenience sampling method was used. Mentoring of extramural advisor, job per-formance of practice and teacher competency in 74 postgraduates of mental health education were surveyed with the Extramural Advisor’s Mentoring Questionnaire (EAMQ), the Practice Performance Questionnaire of Postgraduates of Mental Health Education (PPQPMHE) and the Competency Ques-tionnaire for Postgraduates of Mental Health Education (CQPMHE). Results: 1) Mentoring of extra-mural advisor, job performance of practice and teacher competency were no significant different in gender, school type and working experience (P > 0.05), and were no significant related with age and duration of practice (P > 0.05). 2) The correlation coefficients of mentoring of extramural advisor, job performance of practice and teacher competency were significant (r = 0.23~0.70, P < 0.05). 3) The model of the mediating role of teacher competency between mentoring of extramural advisor and job performance of practice was reasonable. The total effect of mentoring of extramural advisor was 0.68 (P < 0.01), and the mediating effect was 0.59 (87% of the total effect, P < 0.01). Conclusion: Demographic factors such as gender, school type, employment experience, age and duration of practice have no effect on mentoring of extramural advisor, job performance of practice and teacher competency. Mentoring of extramural advisor impacts job performance of practice mainly through the mediating role of teacher competency in postgraduates of mental health education.#@#@#摘要: 目的：探讨校外导师指导行为对心理健康教育硕士实习绩效的影响及其教师胜任力的中介作用。方法：采用方便取样法，使用校外导师指行为问卷(EAMQ)、心理健康教育硕士实习绩效问卷(PPQMMHE)和心理健康教育硕士胜任力问卷(CQMMHE)对74名心理健康教育专业硕士在读研究生的校外导师指行为、实习绩效和教师胜任力进行了评估。结果：1) 校外导师指导行为、实习绩效教、师胜任力在性别、学校类别、就职经历上的差异不具有统计学意义(P > 0.05)，与年龄、实习时长的相关系数无统计学意义(P > 0.05)。2) 校外指导行为、实习绩效、教师胜任力之间的相关系数有统计学意义(r = 0.23~0.70，P < 0.05)。3) 教师胜任力在校外导师指导行为和实习绩效之间的中介作用模型适配合理，校外导师指导行为对实习绩效的总效应为0.68 (P < 0.01)，中介间效应为0.59 (总效应的87%，P < 0.01)。结论：性别、学校类别、是否有就职经历、年龄、实习时长等人口学因素对校外导师指导行为、实习绩效和教师胜任力没有影响；校外导师指导行为主要通过心理健康教育硕士研究生的教师胜任力的中介作用对他们的实习绩效产生重要影响。
摘要：
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.#@#@#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。
摘要：
How best to support mental health of young people is an important public health challenge. More empirical researches are need to examine the relationship between mindfulness-based interventions and mental health in China. The present study reports results from a quasi-experiment following a one-group repeated-measures design which investigated the impact of a standard 8-week mindfulness-based cognitive therapy (MBCT) program in 81 Chinese undergraduates (14 males, 67 females, age 20.35 +/- 1.35 years). Data was collected using the Symptom Check List 90 (SCL90) at baseline, week 3, week 6 and week 8 in order to examine the trajectory of mental health changes during the MBCT training. The repeated measures analysis of variance showed that the decrease was significant in the scores of somatization (F = 13.432, P < 0.01), obsessive-compulsive symptoms (F = 43.954, P < 0.01), interpersonal sensitivity (F = 36.196, P < 0.01), depression (F = 25.914, P < 0.01), anxiety (F = 26.547, P < 0.01), hostility (F = 19.707, P < 0.01), phobic anxiety (F = 21.145, P < 0.01), paranoid ideation (F = 19.857, P < 0.01) and psychoticism (F = 32.833, P < 0.01). The findings from the present study show that a standard MBCT program may have positive impact on reduction in mental health problems in Chinese undergraduates. Further controlled studies with randomized designs are needed to investigate these promising results in more depth.
