Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial.
Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial.
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DOI：
10.1037/a0038454
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发表时间：
2015-01
影响因子：
4
通讯作者：
Diamond, Adele
中科院分区：
文献类型：
--
作者：
Schonert-Reichl, Kimberly A.;Oberle, Eva;Lawlor, Molly Stewart;Abbott, David;Thomson, Kimberly;Oberlander, Tim F.;Diamond, Adele
作者假设，为小学生设计的涉及正念和关心他人的社交和情绪学习(SEL)计划将增强认知控制，减轻压力，促进幸福感和亲社会性，并产生积极的学校结果。为了验证这一假设，4个班的4年级和5年级学生(N=99)被随机分配到接受正念SEL计划和常规社会责任计划的班级。评估的指标包括执行功能(EFS)、唾液皮质醇的压力生理学、幸福感(自我报告)、亲社会性和同伴接受性(同伴报告)和数学成绩。与社会责任项目中的儿童相比，接受正念SEL计划的儿童(A)在认知控制和压力生理方面有更多改善；(B)报告了更多的同理心、观点采择、情绪控制、乐观、学校自我概念和正念；(C)自我报告的抑郁症状和同伴评价的攻击性症状有更大的下降；(D)被同龄人评为更亲社会，以及(E)在同伴接受度(或社交测量受欢迎程度)方面增加。这项调查的结果表明，这种自闭症干预措施是有希望的，并填补了科学文献中的一个空白-确定了不仅可以改善儿童问题，而且可以培养他们的幸福和茁壮成长的策略。并对今后的研究方向进行了讨论。
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature—identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.
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影响因子：
4.9
作者：
Battin-Pearson, S;Newcomb, MD;Hawkins, JD
通讯作者：
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影响因子：
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作者：
Diamond, Adele
通讯作者：
Diamond, Adele