一项关于体内和认知干预对青少年流动体验和认知模式影响的研究
Chujie Liang1, Jiahao Zhi1, Cong Su1
1Department of Psychology, School of Education, Guangzhou University, Guangzhou 510006, China.
Behavioral sciences (Basel, Switzerland)
|June 26, 2025
概括
呼吸练习,一种体现的干预,通过改善反和时间感知,显著增强了青少年的流动体验. 这种方法促进了更强的身体环境连接和动态的身体过程,与认知任务不同.
科学领域:
- 心理学 心理学 心理学
- 认知科学 认知科学
- 教育教育教育教育教育教育.
背景情况:
- 青少年往往难以维持流动状态和整合的认知模式.
- 现有的干预措施主要集中在认知策略上,可能会忽视体现的经验.
- 了解体现实践对青少年认知和流动的影响,对于心理健康和学习至关重要.
研究的目的:
- 研究体现 (呼吸练习) 与认知干预对青少年流动体验的差异性影响.
- 分析这些干预措施后认知模式和心身融合的变化.
- 探索体现式学习任务在增强流动和心理健康方面的潜力.
主要方法:
- 一种混合方法的方法,涉及303名职业高中学生.
- 三组:体现任务,认知任务和心理健康课程.
- 实验1:多变量协变量分析 (MANCOVA) 用于流体验尺寸.
- 实验2:对认知模式的日记条目进行认识网络分析 (ENA).
主要成果:
- 与其他组相比,嵌入式工作组在"明确反"和"时间转换"方面取得了显著的改进.
- 经验网络分析显示,体内群体发展出更强的身体与环境的相互作用模式,并转向动态的身体过程.
- 认知任务组表现出以事件为中心的认知与较弱的心身一体化.
结论:
- 呼吸练习通过促进体内意识和多感官处理来增强流动体验.
- 嵌入式干预促进了青少年更完整的心身连接和动态的认知模式.
- 研究结果支持将体现式学习任务纳入心理健康教育,以培养流体验.
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