The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers. A cluster randomized controlled trial was conducted, in which the experimental group (n = 92) received mindfulness intervention, and the control group (n = 97) did not. The measured outcomes included: bullying behavior, self-control, and trait mindfulness. The results were as follows: (1) the post-test scores of trait mindfulness and self-control in the experimental group significantly increased (p < 0.01) while the scores of bullying behavior significantly decreased (p < 0.01); (2) trait mindfulness was positively associated with self-control (r = 0.13 to 0.63, p < 0.05), whereas trait mindfulness and self-control were both negatively associated with bullying behavior (r = −0.38 to −0.13, p < 0.05); and (3) the mediating effect of self-control accounted for 50% of the overall effect of trait mindfulness on bullying behavior. These findings demonstrated that the school-based mindfulness intervention distinctly improves trait mindfulness and self-control and reduces bullying behavior among teenagers. Moreover, self-control plays a mediating role between trait mindfulness and bullying behavior.

目前的研究旨在探讨以学校为基础的正念干预对青少年欺凌行为的影响。进行了整群随机对照试验，其中实验组（n = 92）接受了正念干预，而对照组（n = 97）未接受正念干预。衡量的结果包括：欺凌行为、自我控制和特质正念。结果如下： (1) 实验组特质正念和自我控制后测得分显着提高（p < 0.01），欺凌行为得分显着降低（p < 0.01）；(2) 特质正念与自我控制呈正相关 (r = 0.13 to 0.63, p< 0.05)，而特质正念和自我控制均与欺凌行为呈负相关（r = −0.38 至 −0.13，p < 0.05）；(3)自我控制的中介作用占特质正念对欺凌行为整体影响的50%。这些发现表明，以学校为基础的正念干预显着提高了特质正念和自我控制能力，并减少了青少年的欺凌行为。此外，自我控制在特质正念和欺凌行为之间起着中介作用。