摘要
目的:将正念冥想引入高校通识素质课,探究正念冥想训练对大学生的自我管理是否具有改善作用。方法:将《社会心理学》课程两个班级的103名被试分为实验组(n = 69)和对照组(n = 34),实验组接受为期8周、每周2次的正念训练,对照组不做任何处理。在训练前后采用五因素正念量表和青少年自我管理问卷测量被试的正念水平和自我管理水平,分析前后测数据是否存在差异,并收集实验组的训练报告用于定性分析。结果:实验组后测在正念总分以及观察、描述和不反应维度的得分上显著高于前测(均P 【0.05)。实验组后测在自我管理总分以及自我效能、自我和谐性、计划性、表现性和行为约束维度的得分上显著高于前测(均P 【0.05)。除自我管理认知和行为约束维度外,对照组前后测各项得分的差异均无统计学意义。结论:正念冥想训练有助于提升大学生的自我管理水平。
Objective: By introducing mindfulness meditation into university course, this study aims to explore whether 8-week mindfulness meditation training can improve college students’ self-management. Method: 103 subjects in two classes of “Social Psychology” were divided into experimental group (n = 69) and control group (n = 34). The experimental group received mindfulness meditation training twice a week for 8 weeks, and the control group didn’t receive any treatment. Before and after the training, the Five Facet Mindfulness Questionnaire was used to measure the subjects’ mindfulness level, and the Adolescent Self-Management Questionnaire was used to measure the subjects’ self-management level, in order to analyze whether there were differences between the pretest and posttest. Training reports of the experimental group were also collected for qualitative analysis. Results: Compared with the pretest, the total score of mindfulness as well as the scores of observing, describing, non-reaction dimensions in the posttest were significantly higher in the experimental group (all P
出处
《心理学进展》
2021年第1期84-93,共10页
Advances in Psychology
