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The Effects of School-Based Program on Mindfulness Practice with Lovingkindness |
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| Author |
Chu, Ho-tat Matthew. (著)=朱可達 (au.)
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| Date | 2011.01 |
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| Pages | 122 |
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| Publisher | The University of Hong Kong |
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| Publisher Url |
https://www.hku.hk/
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| Location | 香港, 中國 [Hong Kong, China] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 英文=English |
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| Degree | doctor |
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| Institution | University of Hong Kong |
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| Department | Educational Psychology |
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| Advisor | Shuifong Lam |
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| Note | https://hub.hku.hk/handle/10722/191171 |
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| Abstract | A growing body of research has supported the benefits of mindfulness practice. However, not many studies investigated its effects on positive human functioning. In addition, most studies treated mindfulness as skills and techniques for achieving bare awareness, without addressing its philosophical underpinnings. In the Buddhist tradition, mindfulness is paying close attention to one’s immediate experience in an attitude of lovingkindness. The essence of mindfulness will be lost if the practice is reduced to skills and techniques for achieving bare awareness.
In view of the limitations of past research, the present study compared the effects of the mindfulness practice with pure skills training and the mindfulness practice with lovingkindness. Instead of focusing on clinical problems, the present study examined the effects of mindfulness practice on the personal and social wellbeing of adolescents in school setting. Personal wellbeing was indicated by affect (positive vs. negative), general health, and emotion management whereas social wellbeing was indicated by sense of connectedness, self-report and actual prosocial behaviors. The present study also examined the psychological mechanisms that accounted for the intervention effects on personal and social wellbeing.
The participants were 188 junior secondary students (67 girls and 121 boys) from two schools. Their age ranged from 12 to 16 years (M = 13.24). They were assigned randomly to one of the three 8 week programs: Mindfulness, Lovingkindness, or Study Skills. The first program focused on skills and techniques on mindfulness practice. The second program was the same as the first program except that lovingkindness component was included. The last program focused on study skills and served as the control condition. The participants completed a battery of measures prior to and immediately after the training. To investigate the sustainability of intervention effect, they completed the same battery of measures again two months later. Four hypotheses were formulated. Hypothesis 1: Compared to the participants in the control condition, the participants in the mindfulness and lovingkindness programs would have better personal wellbeing after the intervention. Hypothesis 2: Compared to the participants in the control condition and the mindfulness program, the participants in the lovingkindness program would have better social wellbeing after the intervention. Hypothesis 3: With reference to personal wellbeing, emotion management would mediate the intervention effects on affect and general health. Hypothesis 4: With reference to social wellbeing, connectedness would mediate the intervention effect on prosocial behaviors.
Consistent with Hypothesis 1, the results showed that compared to the participants in the control condition, the participants in the mindfulness and lovingkindness programs had better personal wellbeing. As for Hypothesis 2, the participants of the mindfulness program also had significant improvement in social wellbeing although the participants of the lovingkindness program had the greatest improvement among the three programs. Consistent with Hypotheses 3, the results revealed that emotion management mediated the intervention effects (mindfulness and lovingkindness vs. control) on affect and general health. As for Hypothesis 4, connectedness mediated the intervention effect (lovingkindness vs. mindfulness and control) on self-report prosocial behaviors. It was also found that connectedness mediated the intervention effect (mindfulness and lovingkindness vs. control) on self-report prosocial behaviors. Intervention effects were still found two months after the training. These results have significant implications for school-based intervention programs on mindfulness practice. |
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| Table of contents | TABLE OF CONTENTS
ABSTRACT i
DECLARATIONS iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS viii
LIST OF TABLES xiii
LIST OF FIGURES xiv
CHAPTER ONE INTRODUCTION AND LITERATURE REVIEW 1
Benefits of Mindfulness Practice 1
Conceptualization of Mindfulness 2
Lovingkindness 3
Mindfulness Practice with Adolescents 4
Purpose of the Present Study 6
Mindfulness and Personal Well-Being 7
Mindfulness with Lovingkindness and Social Well-Being 8
Significance of the Present Study 9
Research Questions 10
CHAPTER TWO METHODOLOGY 12
Participants 12
Procedure 13
Intervention 13
Measures 14
Mindfulness 14
Positive Affect and Negative Affect 15
General Health 15
Emotion Management 16
Connectedness 16
Self-Report Prosocial Behaviors 17
Actual Prosocial Behavior 17
Treatment Fidelity 18
Analyses Plan 19
CHAPTER THREE RESULTS 20
Baseline Differences among the Three Groups 20
Treatment Fidelity 20
Skill Completion 20
Clarity of Instruction 23
Mastery of Skills 23
Intraclass Correlation Among Groups Within Condition 24
Manipulation Checks 25
Intervention Effects 26
Effects on Personal Well-Being 27
Positive Affect 27
Negative Affect 29
General Health 31
Emotion Management 32
Effects on Social Well-Being 34
Connectedness 34
Self-Report Prosocial Behaviors 35
Actual Prosocial Behavior 37
Mediation Analyses on Personal Well-Being 38
Positive Affect 39
Negative Affect 40
General Health 41
Mediation Analyses on Social Well-Being 43
Sustainability of Intervention Effects 45
Positive Affect
46
Negative Affect 46
General Health 47
Emotion Management 47
Connectedness 48
Self-Report Prosocial Behaviors 49
CHAPTER FOUR DISCUSSION 50
Effects of the Mindfulness Practice 51
Effects of the Mindfulness Practice with Lovingkindness 54
Psychological Mechanisms of the Effects of Mindfulness and Lovingkindness 57
Beyond the Quantitative Findings 58
Contributions of the Present Study 60
Limitations and Recommendations for Future Research 63
Conclusion 65
REFERENCES 68
APPEDICES 81
Appendix A Assent Form (Student) 81
Appendix B Consent Form (Parent) 83
Appendix C Program Outline (Mindfulness) 85
Appendix D Program Outline (Lovingkindness) 88
Appendix E Program Outline (Study Skills) 91
Appendix F Five Facet Mindfulness Questionnaire 93
Appendix G Positive Affect Negative Affect Scale 96
Appendix H General Health Questionnaire 98
Appendix I The Emotion Management Subscale of the Trait 99
Meta-Mood Scale
Appendix J The Positive Items of the Social Connectedness Scale 100
Appendix K The Prosocial Behaviors Subscale of the Strengths and Difficulties Questionnaire 101
Appendix L Actual Prosocial Behavior 102
Appendix M Fidelity Checklist 103
LIST OF TABLES
Table 1 Percentage of Participants Who Reported that the 21
Mindfulness Skill Was Completed across the Four
Mindfulness Groups
Table 2 Percentage of Participants Who Reported that the Skill Was Completed across the Four Lovingkindness
Groups 22
Table 3 Percentage of Participants Who Reported that the Skill Was Completed across the Four Study Skills Groups 22
Table 4 Mean Scores on Personal and Social Wellbeing across the Conditions at Pretest and Posttest 28
LIST OF FIGURES
Figure 1 Mean scores on mindfulness across the conditions at pretest and posttest. 26
Figure 2 Mean scores on positive affect across the conditions at pretest and posttest. 29
Figure 3 Mean scores on negative affect across the conditions at pretest and posttest. 30
Figure 4 Mean scores on general health across the conditions at pretest and posttest. 32
Figure 5 Mean scores on emotion management across the conditions at pretest an |
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| DOI | http://dx.doi.org/10.5353/th_b5063899 |
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| Hits | 124 |
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| Created date | 2023.05.08 |
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| Modified date | 2023.05.08 |
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