An Exploration Of The Mechanism And Localized Application Of Mindfulness To Effect The Adolescent’s Unethical Behavior

In the 1970 s,Mindfulness was gradually separated from philosophy as a mental skill and used in health care for stress reduction,emotional adjustment,etc.It is defined as the state of awareness that arises when attention is consciously and non-judgmentally devoted to the experience of the present moment.However,contemporary mindfulness training focuses more on the "technique" part of mindfulness as a mental skill,while overlooking and distancing itself from the "Tao" value of the context in which it was created,which includes ethical guidance.With the rapid development of mindfulness intervention techniques,the question of whether there are ethical elements in contemporary mindfulness and mindfulness interventions and whether these ethical elements can be used to facilitate the application of mindfulness has emerged as an issue with much exploration potential.Based on the basic thoughts on the relationship between mindfulness and morality in China’s excellent traditional culture,this study focuses on the relationship between mindfulness and unethical behavior behavior,explores the connection path between mindfulness and unethical behavior,and explores the possibility of localized mindfulness moral education on this basis,i.e.,using moral education that combines mindfulness training and China’s excellent traditional culture to promote the development of youth’s unethical behavior level In this way,we explore the possibility of localized mindfulness-based moral education,i.e.,using moral education that combines mindfulness training and China’s excellent traditional culture to promote the development of the level of unethical decision-making among youth,and provide new ideas for moral education in the context of the new era in China.Moral identity is an important motivation for activating moral behavior,and its essence is self-identification and self-transcendence of morality,moral disengagement can selectively activate or deactivate moral self-regulatory functions,and is closely related to unethical behavior,individuals with higher levels of the trait mindfulness have more positive moral judgments,and mindfulness training can improve individuals’ compassion,moral reasoning and moral decision-making,pro-social behavior.However,the role of moral identity and moral disengagement in the relationship between mindfulness and unethical behavior has not been fully verified.Therefore,Study 1 proposes a chain mediation model of trait mindfulness→moral identity→moral disengagement→unethical behavior decisions making,and tests the above mediation model at the trait level.Based on this relationship and our traditional culture,Study 2 develops a localized mindfulness-based moral education curriculum to examine the effectiveness of interventions on moral cognition and behavior in adolescent groups.In Study 1,to examine the chain mediation model of trait mindfulness → moral identity → moral disengagement→ unethical behavior decision,442 middle school subjects(218 females)were recruited and questionnaires were administered using the Five Factor Mindfulness Questionnaire(FFMQ),the Unethical Behavior Decision Questionnaire,the Moral disengagement Questionnaire,and the Moral Identity Questionnaire.The results found that,1.trait mindfulness were significantly positively correlated with moral identity,trait mindfulness were significantly negatively correlated with moral disengagement and unethical behavior,moral identity were significantly and positively correlated with moral disengagement and unethical behavior,and moral disengagement were significantly and positively correlated with unethical behavior;2.moral identity and moral disengagement were mediators of trait mindfulness in predicting unethical behavior: the indirect effect of trait mindfulness→moral identity →moral disengagement→unethical behavior path was significant,and the indirect effect of trait mindfulness→moral disengagement→unethical behavior path was significant.Based on the relationship between adolescents’ unethical behavior decisions and trait mindfulness,and the role of moral identity and moral disengagement in it,Study2 develops a localized adolescent mindfulness-based moral education curriculum that integrates mindfulness exercises,moral education themes,and our traditional culture.A mixed experimental design of 2(mindfulness-based moral education group/blank control group)× 2(pre-test/post-test)was conducted by whole-group sampling in two parallel first-year classes in a middle school in Jinhua,Zhejiang Province,with the intervention group taking a two-month,eight-week mindfulness-based moral education curriculum intervention and the blank control group not taking any intervention.The results showed that: 1.Mindfulness-based moral education program for middle school students is feasible;2.Compared with the control group,the students in the mindfulness-based moral education group showed significantly higher levels of trait mindfulness,symbolization of moral identity,and significantly lower levels of moral disengagement.Positive changes also occurred in the intervention group relative to the pretest on unethical behavior and bullying;3.The amount of mindfulness practice in the mindfulness-based moral education group was significantly and positively correlated with the level of mindfulness after the intervention,and was significantly and negatively correlated with the level of bullying after the intervention;4.Students in the Mindfulness-based Moral Education group had positive subjective evaluations of the course and gave feedback that the course had a positive impact on attention,emotion management and interpersonal relationships.The main findings of this study are as follows:Ⅰ.Trait mindfulness significantly and negatively predicts adolescents’ unethical behavior decisions,moral identity and moral disengagement play a chain mediating role in the relationship between trait mindfulness and unethical behavior decisions,and moral disengagement plays an important role in the prediction of trait mindfulness on unethical behavior decisions.Ⅱ.Based on theoretical and empirical research on mindfulness and morality,it is feasible to develop a mindfulness-based moral education curriculum for adolescents.Ⅲ.Compared with the control group,students in the mindfulness-based moral education group had significantly higher levels of trait mindfulness,symbolization of a moral identity,and significantly lower levels of moral disengagement.Positive changes were also observed in the mindfulness-based moral education group relative to the pretest on unethical behavior and bullying.