中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用

doi:10.16187/j.cnki.issn1001-4918.2022.05.10

摘要/Abstract

摘要： 本研究探讨中小学生正念注意觉知的发展及其与心理健康的关系,并考察情绪调节和积极重评在其中起到的中介作用。研究采用追踪设计,来自江西地区两所小学(4到6年级)和两所中学(7到9年级)的共1251名学生(男生691人,女生560人)在间隔半年的两个时间点分别填写了测量正念注意觉知、心理健康(生活满意度、抑郁、焦虑、学业压力)、情绪调节以及积极重评的问卷。结果表明:(1)中学生正念注意觉知显著低于小学生;(2)中小学生正念注意觉知与两个时间点的情绪调节、积极重评及心理健康均显著相关;(3)跨时间点中介效应检验结果表明,在中小学生正念注意觉知和各心理健康变量的关系中,情绪调节中介效应均显著,积极重评中介效应均不显著。结论:中小学生正念注意觉知与心理健康密切相关,正念注意觉知通过情绪调节能力间接作用于中小学生心理健康。

关键词: 中小学生, 正念, 心理健康, 情绪调节, 积极重评

Abstract: The present study aimed to explore the relationship between mindful awareness and mental health among primary and middle school students, as well as the mediation role of emotional regulation and positive appraisal. The participants were 1251 students (boys=692, girls=560) from two elementary (grade 4 to grade 6) and two secondary schools (grade 7 to grade 9). Students participated in two assessment waves, with an interval of 6 months, in which they completed self-report measures assessing mindful awareness, mental health (life satisfaction, depression, anxiety and academic pressure), emotion regulation and positive appraisal. It was found that:(1) the mindful awareness levels of middle school students' were significantly lower than that of primary school students; (2) mindful awareness was positively correlated with emotion regulation, positive appraisal and life satisfaction, and negatively correlated with depression, anxiety and learning stress in two assessment waves; (3) emotion regulation significantly mediated the relationship between mindful awareness and mental health across time, while the mediating effect of positive appraisal was not significant.

Key words: primary and middle school students, mindfulness, mental health, emotion regulation, positive appraisal

中图分类号:

B844

汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.

WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal[J]. Psychological Development and Education, 2022, 38(5): 692-702.

参考文献

Abujaradeh, H., Colaianne, B., Roeser, R. W., Tsukayama, E., & Galla, B. M. (2019). Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents:Evidence for a four-factor structure and invariance by time, age, and gender. International Journal of Behavioral Development. 44(1), 20-30.
Alexander, C. N., Langer, E. J., Newman, R. I., Chandler, H. M., & Al, E. (1989). Transcendental meditation, mindfulness, and longevity:An experimental study with the elderly.Journal of Personality and Social Psychology, 57(6), 950-964.
Azanza, G., Moriano, J. A., & Molero, F. (2013). Authentic leadership and organizational culture as drivers of employees' job satisfaction.Journal of Work and Organizational Psychology, 29(2), 45-50.
Baer R.A., Smith G.T., & Allen K.B. (2004). Assessment of mindfulness by self-report:The kentucky inventory of mindfulness skills.Assessment, 11(3), 191-206.
Bei, B., Byrne, M. L., Ivens, C., Waloszek, J., Woods, M. J., Dudgeon, P., … Allen, N. B. (2013). Pilot study of a mindfulness-based, multi-component, in-school group sleep intervention in adolescent girls. Early Intervention in Psychiatry, 7(2), 213-220.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures.Psychological Bulletin, 88(3), 588-606.
Black, D. S., Sussman, S., Johnson, C. A., & Milam, J. (2012). Trait mindfulness helps shield decision-making from translating into health-risk behavior.Journal of Adolescent Health, 51(6), 588-592.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present:Mindfulness and its role in psychological well-being.Journal of Personality and Social Psychology, 84(4), 822-848.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents:A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144.
Burzler, M. A., Voracek, M., Hos, M., & Tran, U. S. (2018). Mechanisms of mindfulness in the general population.Mindfulness, 10(3), 469-480.
Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation:An integrative review.Clinical Psychology Review, 29(6), 560-572.
Ciarrochi, J., Kashdan, T. B., Leeson, P., Heaven, P., & Jordan, C. (2011). On being aware and accepting:A one-year longitudinal study into adolescent well-being. Journal of Adolescence, 34(3), 695-703.
Ciesla, J. A., Reilly, L. C., Dickson, K. S., Emanuel, A. S., & Updegraff, J. A. (2012). Dispositional mindfulness moderates the effects of stress among adolescents:Rumination as a mediator.Journal of Clinical Child and Adolescent Psychology, 41(6), 760-770.
Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress.Complementary Health Practice Review, 13(2), 79-91.
Cortazar, N., & Calvete, E. (2019). Dispositional mindfulness and its moderating role in the predictive association between stressors and psychological symptoms in adolescents. Mindfulness, 10(10), 2046-2059.
Creswell, J. D., Way, B. M., Eisenberger, N. I., & Lieberman, M. D. (2007). Neural correlates of dispositional mindfulness during affect labeling.Psychosomatic Medicine, 69(6), 560-565.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale.Journal of Personality Assessment, 49(1), 71-75.
Frewen, P. A., Dozois, D. J. A., Neufeld, R. W. J., Lane, R. D., Densmore, M., Stevens, T. K., & Lanius, R. A. (2010). Individual differences in trait mindfulness predict dorsomedial prefrontal and amygdala response during emotional imagery:An fMRI study.Personality and Individual Differences, 49(5), 479-484.
Fung, J., Kim, J. J., Jin, J., Chen, G., Bear, L., & Lau, A. S. (2018). A randomized trial evaluating school-based mindfulness intervention for ethnic minority youth:Exploring mediators and moderators of intervention effects.Journal of Abnormal Child Psychology, 47(1), 1-19.
Galla, B. M., Tsukayama, E., Park, D., Yu, A., & Duckworth, A. L. (2020). The mindful adolescent:Developmental changes in nonreactivity to inner experiences and its association with emotional well-being.Developmental Psychology, 56(2), 350-363.
Garland, E. L., Farb, N. A., Goldin, P. R., & Fredrickson, B. L. (2015). Mindfulness broadens awareness and builds eudaimonic meaning:A process model of mindful positive emotion regulation.Psychological Inquiry, 26(4), 293-314.
Garland, E. L., Kiken, L. G., Faurot, K., Palsson, O., & Gaylord, S. A. (2016). Upward spirals of mindfulness and reappraisal:Testing the mindfulness-to-meaning theory with autoregressive latent trajectory modeling. Cognitive Therapy and Research, 41(3), 381-392.
Garland, E. L., Gaylord, S. A., & Fredrickson, B. L. (2011). Positive reappraisal mediates the stress-reductive effects of mindfulness:An upward spiral process.Mindfulness, 2(1), 59-67.
Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms:A comparative study of five specific samples. Personality & Individual Differences, 40(8), 1659-1669.
Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). Erratum to:Mechanisms of mindfulness:A buddhist psychological model.Mindfulness, 2(3), 218-218.
Hanley, A. W., Palejwala, M. H., Hanley, R. T., Canto, A. I., & Garland, E. L. (2015). A failure in mind:Dispositional mindfulness and positive reappraisal as predictors of academic self-efficacy following failure.Personality and Individual Differences, 86, 332-337.
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression:A meta-analytic review.Journal of Consulting and Clinical Psychology, 78(2), 169-183.
H lzel, B. K., Lazar, S. W., Gard, T., Schumanolivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science:A Journal of the Association for Psychological Science, 6(6), 537-559.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:Conventional criteria versus new alternatives.Structural Equation Modeling, 6(1), 1-55.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context:Past, present, and future.Clinical Psychology:Science and Practice, 10(2), 144-156.
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., … Clifton, J. (2017). Mindfulness-based interventions with youth:A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77-103.
Kohout, F. J., Berkman, L. F., Evans, D. A., & Cornonihuntley, J. (1993). Two shorter forms of the CES-D (center for epidemiological studies depression) depression symptoms index.Journal of Aging & Health, 5(2), 179-193.
Lawlor, M. S., Schonertreichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children.Mindfulness, 5(6), 730-741.
Lindsay, E. K., & Creswell, J. D. (2017). Mechanisms of mindfulness training:Monitor and acceptance theory (MAT).Clinical Psychology Review, 51, 48-59.
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY:Guilford.
Magalhães, E., & Calheiros, M. M. (2017). A dual-factor model of mental health and social support:Evidence with adolescents in residential care.Children and Youth Services Review, 79, 442-449.
McDonald, R. P., & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses.Psychological Methods, 7(1), 64-82.
Petter, M., Chambers, C. T., Mcgrath, P. J., & Dick, B. D. (2013). The role of trait mindfulness in the pain experience of adolescents. Journal of Pain, 14(12), 1709-1718.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research:A critical review of the literature and recommended remedies.Journal of Applied Psychology, 88(5), 879-903.
Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation.Current Opinion in Psychology, 3, 52-57.
Sanders, A. (2015). Teachers and mindfulness:A meta-analysis (Unpublished material dissertation).California State University.
Schonertreichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children:A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373-386.
Smith, N.D.W., Suldo, S.M., Hearon, B.V., & Ferron, J.M. (2020). An application of the dual-factor model of mental health in elementary school children:Examining academic engagement and social outcomes. Journal of Positive Psychology & Welling, 4(1), 49-68.
Spence, S. H. (1998). A measure of anxiety symptoms among children.Behaviour Research & Therapy, 36(5), 545-566.
Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology:The dual-factor model of mental health in youth.School Psychology Review, 37(1), 52-68.
Sun, R. C. F., & Shek, D. T. L. (2012). Positive youth development, life satisfaction and problem behaviour among Chinese adolescents in Hong Kong:A replication.Social Indicators Research, 105(3), 541-559.
Tumminia, M. J., Colaianne, B. A., Roeser, R. W., & Galla, B. M. (2020). How is mindfulness linked to negative and positive affect? Rumination as an explanatory process in a prospective longitudinal study of adolescents.Journal of Youth and Adolescence, 49(1), 2136-2148.
Wang, Y., Xu, W., & Luo, F. (2016). Emotional resilience mediates the relationship between mindfulness and emotion.Psychological Reports, 118(3), 725-736.
Warren, M. T., Wray-Lake, L., & Shubert, J. (2020). Developmental changes in mindful awareness during adolescence.International Journal of Behavioral Development, 44(1), 31-40.
Waters, L. (2016). The relationship between child stress, child mindfulness and parent mindfulness.Psychology, 7(1), 40-51.
Williams, K. L., & Wahler, R. G. (2010). Are mindful parents more authoritative and less authoritarian? An analysis of clinic-referred mothers.Journal of Child & Family Studies, 19(2), 230-235.
Xu, W., Fu, G., An, Y., Yuan, G., Ding, X., & Zhou, Y. (2017). Mindfulness, posttraumatic stress symptoms, depression, and social functioning impairment in chinese adolescents following a tornado:Mediation of posttraumatic cognitive change.Psychiatry Research, 259, 345-349.
Yu, S. C., Lin, Y. H., & Hsu, W. H. (2013). Applying structural equation modeling to report psychometric properties of chinese version 10-item CES-D depression scale.Quality & Quantity, 47(3), 1511-1518.
Zhao, J., Xing, X., & Wang, M. (2012). Psychometric properties of the spence children's anxiety scale (scas) in mainland chinese children and adolescents.Journal of Anxiety Disorder, 26(7), 728-736.
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth:A meta-analysis.Mindfulness, 6(2), 290-302.
中国儿童中心. (编). (2006). 中国儿童的生存与发展:数据和分析.中国妇女出版社.
高立雅, 耿岩, 刘兴华. (2014). 初一学生正念与主观幸福感:自尊的中介作用. 中国健康心理学杂志, 22(11), 1749-1752.
董文婷, 熊俊梅, 王艳红. (2014). 心理健康双因素模型的中国高中生实证调查. 中国临床心理学杂志, 22(1), 88-91.
海曼, 熊俊梅, 龚少英, 秦屹, 高苗苗. (2015). 心理健康双因素模型指标的再探讨及稳定性研究. 心理科学, 38(6), 1404-1410.
黄敏儿, 郭德俊. (2000). 情绪调节的实质. 心理科学, 23(1), 109-110.
金建水, 刘兴华. (2017). 儿童和青少年学生群体的正念教育——正念作为新的心理健康教育方式的探索. 首都师范大学学报(社会科学版), (2), 170-180.
李妍. (2017). 中学生正念注意觉知水平与焦虑情绪的相关性. 中小学心理健康教育, (25), 15-17.
李焰, 张世彤, 王极盛. (2002). 中学生特质焦虑影响因素的问卷编制. 心理科学, 25(2), 352-352.
刘华山. (2001). 心理健康概念与标准的再认识. 心理科学, 24(4), 480-481.
王明珠.(2015).父母情绪社会化理念和行为的特点及其与青少年情绪智力的关系(硕士学位论文).北京师范大学.
汪玥, 丁俊浩, 曾欣然, 彭扬善, 周晖. (2021). 正念注意觉知量表儿童版(MAAS-C)在中国城市及农村儿童中使用的信效度检验. 心理学探新, 41(1), 91-96.
周洁. (2014). 正念冥想缓解高中生心理压力的应用研究(硕士学位论文). 西北师范大学. 兰州.
朱熊兆, 罗伏生, 姚树桥, Auerbach, R. P., Abela, J. R. Z. (2007). 认知情绪调节问卷中文版(CERQ-C)的信效度研究. 中国临床心理学杂志, 15(2), 121-124.
张越, 于洪, 巨明珠. (2018). 聚焦与内生:正念冥想促进高三学生学习品质与心理健康发展的探索. 中小学心理健康教育, (9), 25-29.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	张丽, 潘霈霖, 牛梓瑜, 马敏. 安静自我：基于平衡和成长视角的理解[J]. 心理发展与教育, 2024, 40(2): 288-297.
[2]	王伊萌, 王振东, 汪凤炎. “当局者迷”破解之道：智慧的正念干预研究——个人成长主动性与反思的作用[J]. 心理发展与教育, 2024, 40(1): 142-152.
[3]	王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[4]	陈必忠, 郑雪, 孙晓军. 问题性社交媒体使用与线上社交焦虑:社交媒体认知超载和特质正念的作用[J]. 心理发展与教育, 2023, 39(5): 743-751.
[5]	熊婕, 范翠英, 魏华, 杨秀娟, 连帅磊. 正念对网络欺负的影响:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(5): 752-760.
[6]	张鹏程, 李喜, 韩午阳, 沈永江. 睡眠不足对中小学生负性情绪的影响:一个链式中介模型[J]. 心理发展与教育, 2023, 39(3): 402-409.
[7]	彭海云, 盛靓, 王金睿, 周姿言, 辛素飞. 2001~2019年我国青少年孤独感的变迁:横断历史研究的视角[J]. 心理发展与教育, 2023, 39(3): 449-456.
[8]	王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[9]	徐富明, 黄龙. 贫困对儿童心理健康的影响及其内在机制[J]. 心理发展与教育, 2023, 39(1): 132-139.
[10]	余思, 张春阳, 徐慰. 特质正念与大学生焦虑和攻击性的纵向关系：心理弹性的中介和留守经历的调节[J]. 心理发展与教育, 2022, 38(5): 711-719.
[11]	何安明, 万娇娇, 惠秋平. 手机依赖与青少年心理健康的关系:学业倦怠的中介作用和应对方式的调节作用[J]. 心理发展与教育, 2022, 38(3): 391-398.
[12]	谢韵梓, 吴继霞, 王诗成, 阳泽. 儿童期情感忽视对大学生抑郁的影响:控制感与情绪调节自我效能感的链式中介作用[J]. 心理发展与教育, 2022, 38(3): 407-417.
[13]	王旭, 刘衍玲, 林杰, 刘传星, 魏灵真, 邱涵宇. 亲子关系对中学生心理健康的影响:社会支持和心理素质的链式中介作用[J]. 心理发展与教育, 2022, 38(2): 263-271.
[14]	孙俊才, 孙亚茹, 张文海. 人际情绪调节与内隐/外显积极情绪的关系:情绪调节困难的调节效应与表达抑制的中介效应[J]. 心理发展与教育, 2022, 38(2): 279-286.
[15]	马利, 王滔. 残疾儿童心理健康对家长亲职压力的影响:有调节的中介效应[J]. 心理发展与教育, 2022, 38(1): 126-133.