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静观心育对农村留守儿童内化问题的干预效应及其机制
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Abstract:
本研究旨在探讨静观心育干预农村留守儿童内化问题的有效性及其作用机制。采用随机对照实验，将20名农村留守儿童(平均年龄 = 14.33 ± 0.49)随机分配到实验组，参加为期10周的静观心育，20名农村留守儿童(平均年龄 = 14.21 ± 0.54)随机分配到对照组，未接受干预。采用静观注意觉知量表(MAAS)、感知压力量表(PSS)、焦虑自评量表(SAS)和抑郁自评量表(SDS)对静观、感知压力、焦虑和抑郁特质进行测量。结果显示：(1) 与实验组的前测和对照组的前后测得分相比，实验组的压力、焦虑/抑郁后测得分显著下降，实验组的静观后测得分则显著提高。而对照组在静观、感知压力和焦虑/抑郁前后测得分无显著变化。(2) 静观与焦虑/抑郁和感知压力呈显著负相关，感知压力与焦虑/抑郁呈显著正相关。(3) 静观对焦虑/抑郁的直接影响以及感知压力在静观与焦虑/抑郁之间的中介作用显著。本研究表明，静观心育能提高特质静观，缓解感知压力，减轻农村留守儿童的内化问题；特质静观通过感知压力的中介作用对内化问题产生影响。
This study aimed to address the effectiveness and mechanism of mindfulness-based mental health education on internalizing problems of rural left-behind children. A randomized controlled trial was conducted with repeated measurement analysis, in which 20 rural left-behind children (age = 14.33 ± 0.49) in the experimental group received a 10-week mindfulness-based mental health education. In comparison, 20 rural left-behind children (age = 14.21 ± 0.54) in the control group received no intervention. Anxiety, depression, trait mindfulness, and perceived stress were measured by the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scales (PSS), Self-Rating Anxiety Scale (SAS), and Self-Rating Depression Scale (SDS), respectively. The results showed: (1) Compared with the experimental group’s pre-test scores and the control group’s pre-test and post-test scores, the post-test scores of anxiety, depression, and perceived stress in the experimental group significantly decreased, and the post-test scores of trait mindfulness in the experimental group significantly increased. Meanwhile, the control group gained no significant changes between the pre- and post-test in anxiety/depression, perceived stress, and trait mindfulness. (2) Trait mindfulness was negatively associated with anxiety, depression, and perceived stress, while perceived stress was positively related to anxiety/depression. (3) The direct effect of trait mindfulness on anxiety/depression and the mediating effect of perceived stress between mindfulness and anxiety/depression were significant. This study suggested that mindfulness-based mental health education distinctly improves trait mindfulness, buffers perceived stress, and alleviates internalizing problems of rural left-behind early adolescents. Furthermore, perceived stress plays a mediating role between trait mindfulness and internalizing problems.
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