The Impact Of Mindfulness And Its Training On High School Students’ Academic Performance

According to the law of attention development,the attention stability of senior high school students tends to be mature and can be maintained for a longer time than that of junior high school students and primary school students.In the daily teaching,it is found that high school students are in a period of rapid development of dialectical thinking,and it is difficult to concentrate their attention in class.Affected by the COVID-19 epidemic,students have experienced a long period of online classes,and the temptation of electronic products during the online classes has had a huge impact on the stability of students’ attention.After returning to school,although there is no interference from electronic products,students still have problems like lacking attention or wandering in class,which affect students’ learning efficiency and academic performance.To conclude,the online learning has caused a great influence on the learning self-control of high school students.Therefore,in the post-pandemic era,how to improve students’ ability of self-control in learning has become a major problem for stakeholders.Studies show that mindfulness and students’ self-control of learning has certain correlation.Mindfulness training can improve students’ self-control and academic performance.In this study,two studies were conducted on the basis of literature analysis and the understanding of the learning status of high school students based on a sample of the ordinary high school students in Hangzhou.Study 1 conducted a questionnaire survey of all students in this high school,using the "Five Factors Mindfulness Questionnaire" and "Middle School Students’ Learning Self-Control Questionnaire" to understand the current situation of students’ mindfulness level and learning self-control ability,and combined with the results of the first examination in this term,to explore the relationship between high school students’ mindfulness level,learning self-control and academic performance.Study 2 was designed to explore the effect of mindfulness training on high school students’ mindfulness level,learning self-control and academic performance.In this study,two parallel class students were randomly selected for the experiment,and their mindfulness level was no significant difference in study 1.Students in the experimental group underwent mindfulness training in a psychology class for eight weeks,while students in the control group have class followed the textbook.The results indicate that:1.There are significant differences of gender and grade in the level of mindfulness and learning self-control of students in this school.The mindfulness level and learning self-control of girls are significantly higher than the level of mindfulness level and self-control of learning of boys.The mindfulness level and learning self-control of the students in senior one are significantly higher than that of the students in senior two and senior three.No significant difference was found between the students in senior two and senior three in the mindfulness level and learning self-control.2.There is a significant positive correlation between mindfulness level,self-control and academic performance.In addition,students’ mindfulness level can significantly predict learning self-control and academic performance,and students’ learning self-control can significantly predict academic performance.Further mediation effect analysis showed that students’ self-control plays a complete mediation role between mindfulness level.3.After eight weeks of mindfulness training,the mindfulness level and self-control of the experimental and control groups were not significantly improved.Further analysis found that mindfulness training had a significant effect on students whose mindfulness level was below the average,which could help them improve their mindfulness level and learning self-control,and their academic performance was also improved.The academic performance of both groups made significant progress,so it cannot prove that the improvement of academic performance was related to mindfulness training.4.Through interview with experimental students and their teachers,it proved that the experimental group students’ learning self-control is better than the control students,so is classroom performance.Therefore,this study concluded that the high school students’ mindfulness level,learning self-control and academic performance have correlations.Mindfulness level can predict students’ learning self-control and academic performance,students’ learning self-control can predict students’ academic performance.High school students’ mindfulness level affects academic performance through affecting the students’ learning self-control.After eight weeks of mindfulness training,students with a low level of mindfulness had a significant improvement in their scores of mindfulness level and learning self-control,while students with a high level of mindfulness had no significant effect.Mindfulness training can help students with low level of mindfulness improve their level of mindfulness and learning self-control,so as to make progress in academic performance.