Development and Training of Mindfulness and Its Relationship with Executive Function in Chinese Rural Upper-Grade Elementary School Students.
Sihui Zheng, Bin Zhang, Haichun Zhou, Mingyi Wang
Behavioral sciences (Basel, Switzerland) March 26, 2025 DOI: 10.3390/bs15040422
Summary
Mindfulness training significantly enhances working memory among 4th graders in rural China. In a study of 159 fourth and fifth graders, 4th graders exhibited lower mindfulness levels compared to their fifth-grade peers. A separate intervention with 45 students revealed that those receiving 12 mindfulness lessons showed improved mindfulness and working memory scores post-training. Additionally, strong correlations were found between mindfulness and executive function across grades, indicating that students who practice mindfulness also tend to excel in cognitive tasks.
Abstract
The purpose of this study was to explore the development and relationship between mindfulness and executive function (EF) in students in grades 4-5 and investigate mindfulness training's impact on mindfulness and EF in grade 4 students in rural China. Study 1 measured mindfulness and EF in Chinese students in grades 4-5. Differences in the level of mindfulness among children in grade 4 (n = 159) and grade 5 (n = 187) in rural China were analyzed by multi-factor analysis of variance. Correlation and hierarchical multiple regression analyses were used to explore the relationship between mindfulness and EF in grade 4 (n = 103) and grade 5 (n = 124). Study 2 included 45 4th graders with a general mindfulness level, with 21 children in the experimental group receiving 12 mindfulness training lessons. The mindfulness and EF scores of individuals in the mindfulness and control groups were tested before and after the intervention. Study 1 showed that 4th graders had significantly lower mindfulness scores than 5th graders. EFs in grades 4-5 were significantly correlated with mindfulness. Study 2 revealed that mindfulness training significantly improved the experimental group's mindfulness and working memory. A non-significant improvement in inhibitory control and cognitive flexibility was observed. There was a significant difference in mindfulness in grades 4 and 5 of Chinese rural upper-grade elementary school. Children who perform well in mindfulness also perform well in EFs. Mindfulness training improved the mindfulness and working memory of 4th graders in rural China with a general mindfulness level.