Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum.
Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum.
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DOI：
10.1037/a0038256
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发表时间：
2015-01
影响因子：
4
通讯作者：
Davidson, Richard J.
中科院分区：
文献类型：
--
作者：
Flook, Lisa;Goldberg, Simon B.;Pinger, Laura;Davidson, Richard J.
自我调节能力是整个生命周期中重要结果的有力预测因素，但它们很少在学校明确教授。采用随机对照设计，本研究调查了68名学龄前儿童在公立学校环境中提供的12周正念为基础的善良课程（KC）对执行功能，自我调节和亲社会行为的影响。KC干预组在社交能力方面表现出更大的改善，并在学习，健康和社会情感发展领域获得了更高的成绩单分数，而对照组随着时间的推移表现出更多的自私行为。对效应量的解释总体上表明，在认知灵活性和延迟满足的测量方面，KC组的小到中等效应更有利。基线功能被认为是温和的治疗效果与KC儿童最初较低的社会能力和执行功能表现出较大的收益，社会能力相对于对照组。这些研究结果，观察在一个相对较短的干预期，支持这个计划的承诺，促进幼儿的自我调节和亲社会行为。他们还支持需要在不同的设置方案实施的未来调查。
Self-regulatory abilities are robust predictors of important outcomes across the lifespan, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification . Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group. These findings, observed over a relatively short intervention period, support the promise of this program for promoting self-regulation and prosocial behavior in young children. They also support the need for future investigation of program implementation across diverse settings.
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影响因子：
56.9
作者：
MISCHEL, W;SHODA, Y;RODRIGUEZ, ML
通讯作者：
RODRIGUEZ, ML
影响因子：
3.7
作者：
Lutz, Antoine;Brefczynski-Lewis, Julie;Johnstone, Tom;Davidson, Richard J.
通讯作者：
Davidson, Richard J.
影响因子：
8.2
作者：
Eigsti, Inge-Marie;Zayas, Vivian;Casey, B. J.
通讯作者：
Casey, B. J.
DOI：
10.1073/pnas.1304437110
发表时间：
2013-07-16
影响因子：
11.1
作者：
Neville, Helen J.;Stevens, Courtney;Isbell, Elif
通讯作者：
Isbell, Elif
影响因子：
1
作者：
Napoli, Maria;Krech, Paul;Holley, Lynn
通讯作者：
Holley, Lynn