A Study Of Relationship Among Mindfulness,attention Stability And Self-control In Learning And Intervention Of Attention Stability And Self-control In Learning

This study revised the high school students' attention stability in learning of the questionnaire by the method of quantitative research.And then by the method of random sampling,we chosen two high schools in Zhangzhou city to analyze and describe the development of high school students' attention stability and learning self-control.Then the author did the correlated and regression analysis to the relationship between the mindfulness and the stability of the attention in learning of the high school students,the relationship between the mindfulness and the self-control in learning,the learning self-control and the learning attention stability.Finally,the thesis explored the eight weeks of mindfulness training's intervention effect to high school students' study attention stability and learning self-control.Through a series of statistical analysis and discussions,the author got the following results:1.High school students' attention stability in learning of the questionnaire included five dimensions: attention to focus ? alert attention ? external performance ? selective attention ? attention to shake.High school students attention stability in learning as a measurement tool has good reliability and validity.2.High school students' attention stability is in above average level which shows a certain differences in terms of gender and grade.The specific differences include:First,high school students' attention stability shows distinct differences in gender that is girls' attention stability is much higher than boys'.Second,High school students' attention stability in learning shows a significant grade differences.The senior one and senior two's attention stability in learning is much higher than senior's three.While in the level of attention to focus,high senior two is significantly better than senior one and senior three.In attention to shake level,Senior one and senior two is significantly better than the senior three.3.The overall development of high school students' self-control in learning is at the middle level.And there are some differences in gender and grade variables.The specific differences are as follows:high school students' self-control and self-control strategies show remarkable differences in grade.In the dimension of self-control,the differences between senior two and senior three reach at significant level.Senior one and senior three have great significant differences in the tendency of self-control.4.There is a significant positive correlation between high school mindfulness and attention stability in learning and some dimensions of mindfulness can predict the stability of learning.There is a significant positive correlation between mindfulness and self-control in learning and all dimensions of mindfulness can predict the total score of learning self-control.There is a significant positive correlation between high school students' learning attention stability and learning self-control.5.Eight weeks of mindfulness training can significantly improve the high school students' learning attention.6.From the comparison within the intervention group,eight weeks of mindfulness can training significantly improve the high school students' self-control in learning.