The effectiveness of taught, self-help mindfulness-based interventions on Chinese adolescents' well-being, mental health, prosocial and difficult behavior, and coping strategy.
Applied psychology. Health and well-being – August 01, 2024
Source: PubMed
Summary
Mindfulness can significantly enhance well-being among adolescents, as shown by a study involving 362 Chinese students (average age 13) across multiple classes. The taught mindfulness-based intervention (MBI) group (129 participants) reported improved well-being compared to a control group, while both MBI groups exhibited increased prosocial behavior. Notably, the taught group experienced reduced loneliness but also an uptick in internalizing problems. Given these outcomes, integrating mindfulness practices into Chinese schools could offer valuable benefits for students' emotional health and social interactions.
Abstract
Despite China's enduring historical connection with mindfulness and the growing recognition of mindfulness-based interventions (MBIs) in Western education, mindfulness remains relatively underexplored in the Chinese education system. This study addresses the scarcity of resources and certified instructors in China by assessing the effectiveness of MBIs in both taught and self-help forms in improving well-being and prosocial behavior and regulating negative emotions and behaviors among Chinese adolescents. The analysis included 362 Chinese students (mean age = 13.03, SD = 0.50, 47.5% girls) from 12 classes, assigned to the taught MBI group (N = 129, post), self-help MBI group (N = 116, post), or control group (N = 117, post). Paired-sample t-tests and multi-level modeling were used, accounting for data nesting and incorporating gender, whether students live in school, and age as covariates. Results revealed a significantly greater improvement in well-being in the taught group compared with the control, with both MBI groups demonstrating increased prosocial behavior. While the taught group showed a significant decrease in loneliness, it was accompanied by an increase in internalizing problems. Coping strategies varied across the groups, with no significant changes in depression, anxiety, and stress levels. These findings imply the potential value of integrating MBIs into the Chinese educational system, especially given the self-help approach's favorable outcomes.