Influence of mindfulness group training on procrastination, self-esteem, self-efficacy of middle school students

ZHU Jingmin; LI Yawei

doi:10.16835/j.cnki.1000-9817.2022.01.016

Volume 43 Issue 1

Jan. 2022

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ZHU Jingmin, LI Yawei. Influence of mindfulness group training on procrastination, self-esteem, self-efficacy of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(1): 72-76. doi: 10.16835/j.cnki.1000-9817.2022.01.016

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ZHU Jingmin, LI Yawei. Influence of mindfulness group training on procrastination, self-esteem, self-efficacy of middle school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(1): 72-76. doi: 10.16835/j.cnki.1000-9817.2022.01.016

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Influence of mindfulness group training on procrastination, self-esteem, self-efficacy of middle school students

doi: 10.16835/j.cnki.1000-9817.2022.01.016

ZHU Jingmin,
LI Yawei^,

Huaxin College of Hebei GEO University, Shijiazhuang(050700), China

Received Date: 2020-06-01
Rev Recd Date: 2021-09-10
Publish Date: 2022-01-25

Abstract

Abstract

Objective To explore the influence of mindfulness group training on the procrastination, self-esteem and self-efficacy of middle school students, so as to provide a reference for mental health promotion of middle school students. Methods A total of 120 cases of middle school students selected by the stratified random sampling were randomly divided into observation group and control group, with 60 cases in each group. The control group did not accept any intervention, the observation group accepted mindfulness group training. The Five-factors of Mindfulness Questionnaire (FFMQ), Chinese Irrational Procrastination Scale (IPS) and Active Procrastination Scale (APS), Rosenberg Self-esteem Scale (RSES), General Self-efficacy Scale (GSES) were measured before and after training. Results After training, the FFMQ score in the observation group was (122.87±18.48), significantly lower than (106.55±15.36) the control group(t=5.26, P < 0.05); the rate of low mindfulness in the observation group was significantly lower than the control group(8.33%, 33.33%, χ²=11.37, P < 0.05). The scores of IPS and APS in the observation group were (17.89±4.21) and (40.94±9.25), significantly lower than (28.67±5.43) and (55.64±10.82) the control group(t=-12.15, -8.00, P < 0.05); the rate of high procrastination behavior of IPS and APS in the observation group was 20.00% and 23.33%, significantly lower than 38.33% and 41.67% the control group(χ²=4.88, 4.60, P < 0.05). The scores of GSES and RSES scores in the observation group were (34.17±3.42) and (34.71±4.64), significantly higher than (30.09±3.35) and (30.23±4.23) the control group(t=6.60, 5.53, P < 0.05); the rate of low self-efficacy and low self-esteem in the observation group was 15.00% and 18.33%, significantly lower than 33.33% and 36.67% the control group(χ²=5.50, 5.06, P < 0.05). Conclusion Mindfulness group training is conducive to improving the level of mindfulness of middle school students, reducing the procrastination behavior, improving the self-esteem and self-efficacy, which can improve adolescents' physical and mental health. Physical education and training; Mental health; Ego; Intervention studies; Students
- Physical education and training,
- Mental health,
- Ego,
- Intervention studies,
- Students

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References(21)

References

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