ABSTRACT

Executive functions (EFs) are essential for student’s learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning.

摘要

执行功能（EF）对于学生的学习和课堂功能至关重要。当前的整群随机对照试验以主要EF（即工作记忆，反应抑制，认知加工，认知灵活性和口语流利性）为重点，研究了正念干预与主动控制计划（即放松）的效果。来自四所综合学校的131位来自6年级和8年级（中位年龄12和15）的学生参加了此次比赛。这些学校的人数均等地分配给干预组和积极对照组，即分别接受9周正念练习或放松计划的组。参与者在基线/干预前，干预后9周和随访6个月时完成了认知测试包。干预组和基于主动放松的对照组在9周和6个月时均改善了大多数EF措施。EF中的正念干预组与主动控制程序之间没有显着差异。当前的研究表明，尽管正念干预和主动控制程序对EF的作用均无差别，但两者均可能产生积极的效果。需要对活跃和不活跃的对照组进行进一步的研究，以了解类似程序对认知功能的潜在益处。当前的研究表明，尽管正念干预和主动控制程序对EF的作用均无差别，但两者均可能产生积极的效果。需要对活跃和不活跃的对照组进行进一步的研究，以了解类似程序对认知功能的潜在益处。当前的研究表明，尽管正念干预和主动控制程序对EF的作用均无差别，但两者均可能产生积极的效果。需要对活跃和不活跃的对照组进行进一步的研究，以了解类似程序对认知功能的潜在益处。