The effectiveness of taught, self-help mindfulness-based interventions on Chinese adolescents' well-being, mental health, prosocial and difficult behavior, and coping strategy.

Mindfulness-based interventions, whether taught by an instructor or practiced as self-help, can improve well-being and prosocial behavior among Chinese adolescents. In a study of 362 students (average age 13, 47.5% girls), those who received taught mindfulness showed significantly greater improvement in well-being compared to a control group, and both mindfulness groups reported increased prosocial behavior. However, the taught group also experienced a decrease in loneliness but an increase in internalizing problems. No significant changes were observed in depression, anxiety, or stress levels across groups. The findings suggest that integrating mindfulness into Chinese schools may be beneficial, especially given the positive outcomes of the self-help approach.

Study at a glance

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.