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| Effects of mindfulness intervention on executive function of grade four primary school students |
| WANG Huangping1,2, WANG Ping1,2, HOU Haiyan1,2, LI Huijie1,2 |
| 1. Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; 2. Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China |
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Abstract Objective To explore the beneficial effects of mindfulness intervention on executive function and mindfulness level in the grade four primary school students. Methods By using the method of cluster sampling, four classes were selected in the grade four of a primary school in Beijing and were randomly assigned to the intervention group and the control group, with two classes in each group. The primary school students in the intervention group received mindfulness intervention for 11 weeks, while the students in the control group had class meetings at the same time. Before and after mindfulness intervention, cognitive flexibility, inhibition control, working memory span, and mindfulness were measured for all students. Results After 11 -week-long mindfulness intervention, repeated measures ANOVA showed that the students of the intervention group significantly improved cognitive flexibility, inhibitioncontrol, and working memory span（P<0.05）. Except for the description dimension, students of the intervention group significantly improved the dimensions of observation, perceived action, non-judgment, non-action, and the total scores of mindfulness（P<0.05）. Conclusion Mindfulness intervention improves executive function and mindfulness levels of grade four primary school students, and provides a possible direction for the improvement of cognitive function and reduction of problem behaviors in adolescents.
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