在一项随机对照试验中,每天基于呼吸的正念练习可以提高小学儿童在算术上的表现
Katharina Voltmer1, Finja Hondrich1, Maria von Salisch2
1Institute for Sustainability Education and Psychology, Leuphana University Luneburg, Universitätsallee 1, 21335, Lueneburg, Germany.
Scientific reports
|December 13, 2023
概括
在小学每天的呼吸练习提高了孩子们的数学技能. 呼吸间歇干预 (BBI) 对每天练习呼吸和身体意识练习的学生的算术表现显示出长期益处.
科学领域:
- 教育心理学教育心理学
- 认知神经科学 认知神经科学
- 正念研究 研究正念研究
背景情况:
- 基于正念的干预措施 (MBI) 提高了儿童的学业成绩.
- 现有的MBI包括各种练习,需要像呼吸间歇干预 (BBI) 这样的专注干预.
- BBI专门为小学学生提供日常呼吸和身体意识练习.
研究的目的:
- 评估BBI对儿童数学成绩的影响.
- 评估每天短时间的呼吸练习对算术技能的影响.
- 为了确定BBI是否与活跃对照组相比带来了显著的改善.
主要方法:
- 一项随机对照试验,涉及140名三年级和四年级的学生.
- 干预组 (IG) 获得了BBI;对照组 (ACG) 获得了替代活动.
- 标准化算术测试和教师评分在基线,干预后和五个月后期进行.
主要成果:
- 在算术测试表现方面发现了显著的分组时间相互作用,控制共变量.
- 虽然线性增长没有变得更,但IG的算术性能轨迹与ACG显著不同.
- 在随访时,IG中的儿童表现优于ACG中的儿童,这表明持续的好处.
结论:
- 每日课堂呼吸练习,如BBI所实施的,可以提高孩子的算术表现.
- BBI展示了作为一种有效的,专注的正念干预措施来提高数学技能的潜力.
- 进一步的研究可以探索将呼吸练习与学术成绩联系在一起的具体机制.
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