Development and Training of Mindfulness and Its Relationship with Executive Function in Chinese Rural Upper-Grade Elementary School Students.
Study Goal
The researchers aimed to explore the relationship between mindfulness and executive function (EF) in rural Chinese elementary students and assess the impact of mindfulness training on mindfulness and EF in 4th graders.
Results Summary
The study found that 4th graders had lower mindfulness scores than 5th graders, and mindfulness was significantly correlated with EF. Mindfulness training improved mindfulness and working memory in 4th graders, but improvements in inhibitory control and cognitive flexibility were not statistically significant.
Population
Rural Chinese students in grades 4-5 (ages ~9-11), with a subset of 45 4th graders receiving mindfulness training.
Effective Dosage
12 mindfulness training lessons (specific duration/frequency not detailed).
Duration
Intervention duration not explicitly stated, but implied to be short-term (based on 12 lessons).
Interactions
None mentioned.
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
- | decrease | mindfulness scores | 4th graders | - | significantly lower | #1 |
- | neutral | EFs | students in grades 4-5 | - | significantly correlated | #2 |
mindfulness training | increase | mindfulness | experimental group | - | significantly improved | #3 |
mindfulness training | increase | working memory | experimental group | - | significantly improved | #4 |
mindfulness training | no change | inhibitory control | experimental group | - | non-significant improvement | #5 |
mindfulness training | no change | cognitive flexibility | experimental group | - | non-significant improvement | #6 |
- | neutral | mindfulness | grades 4 and 5 of Chinese rural upper-grade elementary school | - | significant difference | #7 |
- | neutral | EFs | Children who perform well in mindfulness | - | perform well | #8 |
Mindfulness training | increase | mindfulness | 4th graders in rural China with a general mindfulness level | - | improved | #9 |
Mindfulness training | increase | working memory | 4th graders in rural China with a general mindfulness level | - | improved | #10 |
The purpose of this study was to explore the development and relationship between mindfulness and executive function (EF) in students in grades 4-5 and investigate mindfulness training's impact on mindfulness and EF in grade 4 students in rural China. Study 1 measured mindfulness and EF in Chinese students in grades 4-5. Differences in the level of mindfulness among children in grade 4 (n = 159) and grade 5 (n = 187) in rural China were analyzed by multi-factor analysis of variance. Correlation and hierarchical multiple regression analyses were used to explore the relationship between mindfulness and EF in grade 4 (n = 103) and grade 5 (n = 124). Study 2 included 45 4th graders with a general mindfulness level, with 21 children in the experimental group receiving 12 mindfulness training lessons. The mindfulness and EF scores of individuals in the mindfulness and control groups were tested before and after the intervention. Study 1 showed that 4th graders had significantly lower mindfulness scores than 5th graders. EFs in grades 4-5 were significantly correlated with mindfulness. Study 2 revealed that mindfulness training significantly improved the experimental group's mindfulness and working memory. A non-significant improvement in inhibitory control and cognitive flexibility was observed. There was a significant difference in mindfulness in grades 4 and 5 of Chinese rural upper-grade elementary school. Children who perform well in mindfulness also perform well in EFs. Mindfulness training improved the mindfulness and working memory of 4th graders in rural China with a general mindfulness level.