児童および青少年の行動

抽象的な

Short-Term Meditation Intervention Improves Self-Regulation and Academic Performance

Yi-Yuan Tang, Rongxiang Tang, Changhao Jiang and Michael I Posner

Background: Research has found that improved higher effortful control, a measure of self- regulation, improves performance of middle school students. Integrative body-mind training (IBMT) has been shown to improve attentional networks related to self-regulation. We hypothesize that an IBMT intervention will improve academic performance of adolescents. Methods: Students age 13-18 were recruited from middle and high school in Beijing, China and randomly assigned to either IBMT or a relaxation training control (RT). Students were given 6 weeks of IBMT intervention with 30 min per day at school. The improved performance in attention and aspects of academic performance were measured. Results: Compared to RT, IBMT intervention showed significantly greater improvement in attention and in academic performance (scores of literacy, math, and second language). Conclusions: Brief mindfulness meditation is an effective technique for improving cognitive function, including academic performance.