Exploring moderators of intervention effects of a mindfulness program for Filipino children

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-01-22 DOI:10.1080/21683603.2020.1856741

Lourdes Joy T. Galvez Tan, L. Alampay

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引用次数: 3

Abstract

ABSTRACT This study explored age and gender as moderators of the effects of a school-based mindfulness program on Filipino youth’s depressive and anxiety symptoms, and emotion regulation capacities. Using a randomized controlled trial design, 186 public school children in the Philippines aged 9–16 were randomly assigned to either 8 weekly sessions of a mindfulness program or 8 weekly sessions of a handicrafts program as an active control condition. Simple moderation analyses using PROCESS macro indicated that age and gender were significant moderators. Specifically, the mindfulness intervention was more effective for older children than younger children in alleviating difficulties in impulse control, emotional acceptance, and use of emotion regulation strategies. In addition, the mindfulness intervention was more effective for girls than boys in improving anxiety symptoms and emotional acceptance. These findings highlighted the need to consider participant characteristics such as age and gender in designing and implementing mindfulness-based intervention programs in the school context.

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探讨菲律宾儿童正念计划干预效果的调节因素

摘要本研究探讨了年龄和性别作为学校正念课程对菲律宾青年抑郁和焦虑症状以及情绪调节能力影响的调节因素。采用随机对照试验设计，将菲律宾186名9-16岁的公立学校儿童随机分配到每周一次的正念课程或每周一次手工艺品课程，作为主动对照条件。使用PROCESS宏进行的简单调节分析表明，年龄和性别是重要的调节因素。具体而言，正念干预在缓解冲动控制、情绪接受和情绪调节策略使用方面对年龄较大的儿童比年龄较小的儿童更有效。此外，正念干预在改善焦虑症状和情绪接受方面对女孩比男孩更有效。这些发现强调了在学校背景下设计和实施基于正念的干预计划时，需要考虑参与者的特征，如年龄和性别。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

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4.00

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.