The Effect Of Short-term Mindfulness Training On The Attention Of Junior High School Students: A Moderated Mediation Mode

Mindfulness is a special method of concentration that is accompanied by awareness without any evaluation every minute.With the increasing research and discussion on mindfulness,researchers have designed and implemented the Mindfulness-Based Stress Reduction courses that are more efficient,flexible,and suitable for modern people in order to adapt to the fast-paced modern life.Continuous research has shown that participants only need to participate five days a week,at least10 minutes a day,for four weeks to produce benefits.However,subjects are mainly concentrated in college students and nurses,and there are few short-term intervention studies focusing on junior high school students.The emotional and attention problems of junior high school students have always been a hot topic,especially in recent years,the problems of mental health and inattention of junior high school students have become increasingly apparent.In addition,in the research on the intervention of mindfulness exercises on positive and negative emotions,there is still debate about whether the intervention effect of junior high school girls is better than that of boys in terms of gender differences.Therefore,based on the above questions,this article adopts a cross-sectional questionnaire survey and experimental intervention to verify the effectiveness and convenience of this short-term mindfulness exercise and better serve students.In study 1,a cross-sectional survey was conducted to collect 862 valid data for junior high school students in Tianjin using the Mindful Attention Awareness Scale,the Positive and Negative Affect Scale,and the Schulte Grid.The results show that junior high school students have moderate levels of mindfulness,positive emotions,and negative emotions,while their attention levels are relatively low,and there are gender differences in emotions;There is a correlation between mindfulness level,positive and negative emotions,and attention.The second study was a short-term intervention experiment,using a mixed design.210 students were divided into mindfulness training group,music relaxation group,and blank control group to receive a four-week intervention.The research results show that short-term mindfulness intervention can improve junior high school students’ attention,and positive and negative emotions play a partial mediating role,without gender differences.Through cross-sectional investigation and intervention research,the following conclusions are drawn:(1)Junior high school students have relatively good levels of mindfulness,positive and negative emotions,their attention level is relatively low,and there are gender differences in emotions;(2)There is a significant correlation between the level of mindfulness,positive and negative emotions,and attention of junior high school students.Short-term mindfulness exercises can significantly enhance their positive emotions,reduce their negative emotions,and have a significant intervention effect on improving their attention;(3)The effects of short-term mindfulness exercises on the attention level of junior high school students are mediated by positive and negative emotions,respectively;(4)Gender has no regulatory role in the impact of short-term mindfulness exercises on positive and negative emotions,and the intervention effect on different genders is equally important.Therefore,four weeks of short-term mindfulness training can effectively improve the emotional state of junior high school students,improve their mindfulness and attention levels,and can be promoted and applied on campus.