正念训练对学习困难学生注意力及学业情绪的影响
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摘要
为探讨正念训练对学习困难学生的影响,本研究对28名学习困难学生进行了8周的实验干预,并用注意力测验及学业情绪量表评估了干预效果。结果表明:1)正念训练能显著提升学习困难学生的注意稳定性和转移,在注意分配及注意广度上的效果不显著;2)正念训练能显著提升学习困难学生积极高唤醒及积极低唤醒学业情绪,并显著降低了消极高唤醒及消极低唤醒学业情绪。结论:通过正念训练能改善学习困难学生的注意力及学业情绪,正念训练可以作为干预学习困难学生的有效途径之一。
In order to explore the effect of intervention of mindfulness on students with learning disabilities, 28 students with learning disabilities were experimentally intervened for 8 weeks, and the intervention effect was evaluated by attention test and Academic Emotion scale. The results showed that: 1) mindfulness training significantly improved the stability and transfer of attention of students with learning disabilities, but had no significant effect on attention distribution and attention span; 2) mindfulness training significantly improved the positive-high arousal and positivelow arousal of academic emotions of students with learning disabilities, and significantly reduced the negative-high arousal and negative-low arousal of academic emotions. Conclusion: Mindfulness training can improve the attention and academic emotions of students with learning disabilities.Mindfulness training can be an effective way to intervene students with learning disabilities.
In order to explore the effect of intervention of mindfulness on students with learning disabilities, 28 students with learning disabilities were experimentally intervened for 8 weeks, and the intervention effect was evaluated by attention test and Academic Emotion scale. The results showed that: 1) mindfulness training significantly improved the stability and transfer of attention of students with learning disabilities, but had no significant effect on attention distribution and attention span; 2) mindfulness training significantly improved the positive-high arousal and positivelow arousal of academic emotions of students with learning disabilities, and significantly reduced the negative-high arousal and negative-low arousal of academic emotions. Conclusion: Mindfulness training can improve the attention and academic emotions of students with learning disabilities.Mindfulness training can be an effective way to intervene students with learning disabilities.
引文
[1]俞国良,王琦.毕生发展视角:学习困难者的教育干预与展望[J].中国特殊教育,2013(12):59-64.
[2]孟万金.建立健全学习困难诊断标准与帮扶机制[J].中国特殊教育,2013(12):65-69.
[3] Cantwell, D. P., Baker, L.. Association Between Attention Deficit-hyperactivity Disorder and Learning Disorders[J]. Journal of Learning Disabilities,1991, 24:88-95.
[4] Purvis,K.L.,Tannock,R.. Phonological processing, not inhibitory control, differentiates ADHD and reading disability[J].Journal of the American Academy of Child and Adolescent Psychiatry,2000,39(4):485-494.
[5]俞国良,董研.学业情绪研究对其学生发展的意义[J].教育研究,2005(10):39-43.
[6]朱殿庆,张建新.学业情绪对数学成绩的影响:智力的调节作用[J].中国临床心理学杂志,2017,25(2):355-358,362.
[7]马慧霞,张寒.归因训练提高学生学业情绪的实验研究[J].教育理论与实践,2013,33(30):37-39.
[8]俞国良,董研.学习不良青少年与一般青少年学业情绪特点的比较研究[J].心理科学,2006,29(4):811-814.
[9]陈英和,赵笑梅.学习不良儿童的策略研究[J].心理科学进展,2005,13(5):547-556.
[10]张挚,李赫南,翟宏.我国儿童感觉统合训练及其研究[J].教育探索,2008(4):12-13.
[11]吴增强.论学习困难学生行为干预策略[J].基础教育,2011,8(2):106-109,128.
[12]姜丽,顾琼.初中生自我和谐水平对学习绩效的影响[J].中国行为医学与脑科学,2008,17(7):647-648.
[13] Kabat-Zinn J.. Mindfulness-based interventions in context:Past, present, and future[J]. Clinical Psychology:Science and Practice,2003,10(2):144-156.
[14] Shapiro SL, Carlson LE, Astin JA, et al. Mechanisms of mindfulness[J]. Journal of Clinical Psychology,2006,62(3):373-386.
[15] Garland E., Gaylord S., Park J.. The role of mindfulness in positive reappraisal[J]. Explore, 2009, 5(1):37-44.
[16] Coffey KA, Hartman M, Fredrickson BL.. Deconstructing mindfulness and constructing mental health:Understanding mindfulness and its mechanisms of action[J]. Mindfulness, 2010,1(4):235-253.
[17]唐海波,罗黄金,张现利,赵龙.正念训练干预冗思的作用机制探析[J].中国临床心理学杂志,2012,20(6):898-899.
[18] Bei,B.,Byrne,M.L.,Ivens,C.,Waloszek,J.,Woods,M.J.,Dudgeon,P.,et al. Pilot study of a mindfulness-based,multi-compenent,in-school group sleep intervention in adolescent girls[J].Early Intervention in Psychiatry,2013,7(2):213-220.
[19] Bowen,S., Marlatt,A..Surfing the urge:Brief mindfulness-based intervention for college student smokers[J].Psychology of Addictive Behaviors,2009,23(4):666-671.
[20] Kuyken,W.,Weare,K.,Ukoumunne,O.C.,Vicary,R.,Motton,N.,Burnell,R.,et al. Effectiveness of the mindfulness in schools programme:Non-randomized controlled feasibility study[J]. The British Journal of Psychiatry,2013,203(2):126-131.
[21] Bennett,K., Dorjee,D.. The Impact of a mindfulness-based stress reduction course(MBRS)on well-being and academic attainment of sixth-form students[J].Mindfullness,2016,7(1):105-114.
[22] Singh,N.N.,Lancioni,G.E.,Karazsia, B.T.,Felver,J.C.,Myers,R.E.,&Nugent,K.. Effects of Samantha meditation on active academic engagement and math performance of students with attention deficit/Hyperactivity disorder[J].Mindfullness,2016,7(1):68-75.
[23] Lagor,A.F.,Williams,D.J.,Lerner,J.B., McClure,K.S.. Lessons learned from a mindfulness-based intervention with chronically ill youth[J].Clinical Practice in Pediatric Psychology,2013,1(2):146-158.
[24] Semple,R.J.,Reid,E.F.G., Miller,L..Treationg anxiety with mindfulness:An open trial of mindfulness training for anxious children[J].Journal of Cognitive Psychotherapy,2005,19(4):379-392.
[25]吴琼,石林,夏志鹏,卢理达,杜欣聪.不同时长和内容的正念训练对抑郁的干预效果[J].中国临床心理学杂志,2013,21(4):685-689.
[26]周永磊,韩玉昌,张侃.学习困难学生认知策略特点与加工水平对其影响的实验研究[J].心理科学,2005,28(5):1026-1030.
[27]宿淑华,丁志刚,佟月华.学习困难学生与学习优秀学生考试心理特点的比较研究[J].中国特殊教育,2014(2):56-61.
[28]殷恒婵.青少年注意力测验与评价指标的研究[J].中国体育科技,2003,39(3):51-53.
[29]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007,39(5):852-860.
[30]马克.威廉姆斯,等.改善情绪的正念疗法[M].谭洁清,译.北京:中国人民大学出版社,2009.
[31]马克.威廉姆斯,等.正念禅修:在喧嚣的世界中获取安宁[M].刘海清,译.北京:九州出版社,2013.
[32]李洪曾.中小学生注意稳定性的研究[J].心理科学通讯,1987(6):13-17.
[33] Tang, Y. Y,Ma,Y.,Wang J.H.,et al. Shot-term meditation training improves attention and self-regulation[J].Proceedings of National Academy of Sciences of Unites States of America,2007,104(43):17152-17156.
[34]彭彦琴,居敏珠.正念机制的核心:注意还是态度?[J].心理科学,2013,36(4):1009-1013.
[35] Vollrath,M., Torgersen,S.. Personality types and coping[J]. Personality and Individual Differences,2000,29:367-378.
[36]威勒德.44个有助于专注、平静、放松的亲子正念游戏和游戏[M].温宗堃,译.广州:南方日报出版社,2014.
[37]金建水,刘兴华.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[J].首都师范大学学报(社会科学版),2017,235(2):170-180.
[38]段文杰,冯宇.学校正念干预的应用与特点[J].心理科学,2018,41(1):85-90.
[39]任志洪,张雅文,江光荣.正念冥想对焦虑症状的干预:效果及其影响因素元分析[J].心理学报,2018,50(3):283-305.
[2]孟万金.建立健全学习困难诊断标准与帮扶机制[J].中国特殊教育,2013(12):65-69.
[3] Cantwell, D. P., Baker, L.. Association Between Attention Deficit-hyperactivity Disorder and Learning Disorders[J]. Journal of Learning Disabilities,1991, 24:88-95.
[4] Purvis,K.L.,Tannock,R.. Phonological processing, not inhibitory control, differentiates ADHD and reading disability[J].Journal of the American Academy of Child and Adolescent Psychiatry,2000,39(4):485-494.
[5]俞国良,董研.学业情绪研究对其学生发展的意义[J].教育研究,2005(10):39-43.
[6]朱殿庆,张建新.学业情绪对数学成绩的影响:智力的调节作用[J].中国临床心理学杂志,2017,25(2):355-358,362.
[7]马慧霞,张寒.归因训练提高学生学业情绪的实验研究[J].教育理论与实践,2013,33(30):37-39.
[8]俞国良,董研.学习不良青少年与一般青少年学业情绪特点的比较研究[J].心理科学,2006,29(4):811-814.
[9]陈英和,赵笑梅.学习不良儿童的策略研究[J].心理科学进展,2005,13(5):547-556.
[10]张挚,李赫南,翟宏.我国儿童感觉统合训练及其研究[J].教育探索,2008(4):12-13.
[11]吴增强.论学习困难学生行为干预策略[J].基础教育,2011,8(2):106-109,128.
[12]姜丽,顾琼.初中生自我和谐水平对学习绩效的影响[J].中国行为医学与脑科学,2008,17(7):647-648.
[13] Kabat-Zinn J.. Mindfulness-based interventions in context:Past, present, and future[J]. Clinical Psychology:Science and Practice,2003,10(2):144-156.
[14] Shapiro SL, Carlson LE, Astin JA, et al. Mechanisms of mindfulness[J]. Journal of Clinical Psychology,2006,62(3):373-386.
[15] Garland E., Gaylord S., Park J.. The role of mindfulness in positive reappraisal[J]. Explore, 2009, 5(1):37-44.
[16] Coffey KA, Hartman M, Fredrickson BL.. Deconstructing mindfulness and constructing mental health:Understanding mindfulness and its mechanisms of action[J]. Mindfulness, 2010,1(4):235-253.
[17]唐海波,罗黄金,张现利,赵龙.正念训练干预冗思的作用机制探析[J].中国临床心理学杂志,2012,20(6):898-899.
[18] Bei,B.,Byrne,M.L.,Ivens,C.,Waloszek,J.,Woods,M.J.,Dudgeon,P.,et al. Pilot study of a mindfulness-based,multi-compenent,in-school group sleep intervention in adolescent girls[J].Early Intervention in Psychiatry,2013,7(2):213-220.
[19] Bowen,S., Marlatt,A..Surfing the urge:Brief mindfulness-based intervention for college student smokers[J].Psychology of Addictive Behaviors,2009,23(4):666-671.
[20] Kuyken,W.,Weare,K.,Ukoumunne,O.C.,Vicary,R.,Motton,N.,Burnell,R.,et al. Effectiveness of the mindfulness in schools programme:Non-randomized controlled feasibility study[J]. The British Journal of Psychiatry,2013,203(2):126-131.
[21] Bennett,K., Dorjee,D.. The Impact of a mindfulness-based stress reduction course(MBRS)on well-being and academic attainment of sixth-form students[J].Mindfullness,2016,7(1):105-114.
[22] Singh,N.N.,Lancioni,G.E.,Karazsia, B.T.,Felver,J.C.,Myers,R.E.,&Nugent,K.. Effects of Samantha meditation on active academic engagement and math performance of students with attention deficit/Hyperactivity disorder[J].Mindfullness,2016,7(1):68-75.
[23] Lagor,A.F.,Williams,D.J.,Lerner,J.B., McClure,K.S.. Lessons learned from a mindfulness-based intervention with chronically ill youth[J].Clinical Practice in Pediatric Psychology,2013,1(2):146-158.
[24] Semple,R.J.,Reid,E.F.G., Miller,L..Treationg anxiety with mindfulness:An open trial of mindfulness training for anxious children[J].Journal of Cognitive Psychotherapy,2005,19(4):379-392.
[25]吴琼,石林,夏志鹏,卢理达,杜欣聪.不同时长和内容的正念训练对抑郁的干预效果[J].中国临床心理学杂志,2013,21(4):685-689.
[26]周永磊,韩玉昌,张侃.学习困难学生认知策略特点与加工水平对其影响的实验研究[J].心理科学,2005,28(5):1026-1030.
[27]宿淑华,丁志刚,佟月华.学习困难学生与学习优秀学生考试心理特点的比较研究[J].中国特殊教育,2014(2):56-61.
[28]殷恒婵.青少年注意力测验与评价指标的研究[J].中国体育科技,2003,39(3):51-53.
[29]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007,39(5):852-860.
[30]马克.威廉姆斯,等.改善情绪的正念疗法[M].谭洁清,译.北京:中国人民大学出版社,2009.
[31]马克.威廉姆斯,等.正念禅修:在喧嚣的世界中获取安宁[M].刘海清,译.北京:九州出版社,2013.
[32]李洪曾.中小学生注意稳定性的研究[J].心理科学通讯,1987(6):13-17.
[33] Tang, Y. Y,Ma,Y.,Wang J.H.,et al. Shot-term meditation training improves attention and self-regulation[J].Proceedings of National Academy of Sciences of Unites States of America,2007,104(43):17152-17156.
[34]彭彦琴,居敏珠.正念机制的核心:注意还是态度?[J].心理科学,2013,36(4):1009-1013.
[35] Vollrath,M., Torgersen,S.. Personality types and coping[J]. Personality and Individual Differences,2000,29:367-378.
[36]威勒德.44个有助于专注、平静、放松的亲子正念游戏和游戏[M].温宗堃,译.广州:南方日报出版社,2014.
[37]金建水,刘兴华.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[J].首都师范大学学报(社会科学版),2017,235(2):170-180.
[38]段文杰,冯宇.学校正念干预的应用与特点[J].心理科学,2018,41(1):85-90.
[39]任志洪,张雅文,江光荣.正念冥想对焦虑症状的干预:效果及其影响因素元分析[J].心理学报,2018,50(3):283-305.