本研究旨在探讨静观心育在乡村学校环境中改善留守儿童自传体记忆过度概括化的作用,以及认知情绪调节在特质静观与自传体记忆过度概括化之间的潜在中介作用。本研究采用横断面调查和随机对照干预实验设计。干预实验采用为期10周静观心...本研究旨在探讨静观心育在乡村学校环境中改善留守儿童自传体记忆过度概括化的作用,以及认知情绪调节在特质静观与自传体记忆过度概括化之间的潜在中介作用。本研究采用横断面调查和随机对照干预实验设计。干预实验采用为期10周静观心育课程。采用五因素静观问卷、自传体记忆测验和认知情绪调节问卷评估特质静观、自传体记忆过度概括化和认知情绪调节。结果显示:(1) 特质静观与积极认知情绪呈正相关;特质静观与消极认知情绪调节和自传体记忆过度概括化呈负相关。(2) 认知情绪调节在特质静观和自传体记忆过度概括化间的部分中介效应显著。(3) 与实验组测试前得分、对照组测试前、后得分相比,实验组特质静观和积极认知情绪调节后测得分明显升高,消极认知情绪调节和自传体记忆过度概括化明显降低。本研究为静观心育在干预留守儿童的自传体记忆过度概括化的有效性以及认知情绪调节在特质静观与认知功能间的中介作用提供了实证证据。静观心育在乡村学校环境中作为预防和干预留守儿童认知功能的方案有着独特的价值和意义。This study aimed to explore the effect of mindfulness-based mental education on overgeneralization of autobiographical memory (OGAM) in left-behind children in rural school settings, and the potential mediating role of cognitive emotion regulation (CER) between trait mindfulness and OGAM. This study used a cross-sectional survey and a randomized controlled intervention experimental design. The intervention experiment used a 10-week mindfulness-based mental education course. Five-facet Mindfulness Questionnaire (FFMQ), Autobiographical Memory Test (AMT), and Cognitive Emotion Regulation Questionnaire (CERQ) were used to assess trait meditation, OGAM, and CER. The results show that: (1) Trait mindfulness is positively correlated with positive CER, and negatively correlated with negative CER and OGAM. (2) The partial mediation effect of CER between trait mindfulness and OGAM is significant. (3) Compared with the pre-test scores of the experimental group, and the pre-test and post-test scores of the control group, the scores of trait mindfulness and positive CER of the experimental group were significantly higher, and the negative CER and OGAM were significantly lower. This study provides empirical evidence for the effectiveness of mindfulness-based mental education in intervening OGAM of rural left-behind children, and the mediating role of CER between trait mindfulness and cognitive function. Mindfulness-based mental education has unique value and significance as a program to prevent and intervene on cognitive function of left-behind children in rural school settings.展开更多
文摘本研究旨在探讨静观心育在乡村学校环境中改善留守儿童自传体记忆过度概括化的作用,以及认知情绪调节在特质静观与自传体记忆过度概括化之间的潜在中介作用。本研究采用横断面调查和随机对照干预实验设计。干预实验采用为期10周静观心育课程。采用五因素静观问卷、自传体记忆测验和认知情绪调节问卷评估特质静观、自传体记忆过度概括化和认知情绪调节。结果显示:(1) 特质静观与积极认知情绪呈正相关;特质静观与消极认知情绪调节和自传体记忆过度概括化呈负相关。(2) 认知情绪调节在特质静观和自传体记忆过度概括化间的部分中介效应显著。(3) 与实验组测试前得分、对照组测试前、后得分相比,实验组特质静观和积极认知情绪调节后测得分明显升高,消极认知情绪调节和自传体记忆过度概括化明显降低。本研究为静观心育在干预留守儿童的自传体记忆过度概括化的有效性以及认知情绪调节在特质静观与认知功能间的中介作用提供了实证证据。静观心育在乡村学校环境中作为预防和干预留守儿童认知功能的方案有着独特的价值和意义。This study aimed to explore the effect of mindfulness-based mental education on overgeneralization of autobiographical memory (OGAM) in left-behind children in rural school settings, and the potential mediating role of cognitive emotion regulation (CER) between trait mindfulness and OGAM. This study used a cross-sectional survey and a randomized controlled intervention experimental design. The intervention experiment used a 10-week mindfulness-based mental education course. Five-facet Mindfulness Questionnaire (FFMQ), Autobiographical Memory Test (AMT), and Cognitive Emotion Regulation Questionnaire (CERQ) were used to assess trait meditation, OGAM, and CER. The results show that: (1) Trait mindfulness is positively correlated with positive CER, and negatively correlated with negative CER and OGAM. (2) The partial mediation effect of CER between trait mindfulness and OGAM is significant. (3) Compared with the pre-test scores of the experimental group, and the pre-test and post-test scores of the control group, the scores of trait mindfulness and positive CER of the experimental group were significantly higher, and the negative CER and OGAM were significantly lower. This study provides empirical evidence for the effectiveness of mindfulness-based mental education in intervening OGAM of rural left-behind children, and the mediating role of CER between trait mindfulness and cognitive function. Mindfulness-based mental education has unique value and significance as a program to prevent and intervene on cognitive function of left-behind children in rural school settings.
