The Effect Of Mindfulness Training On Attention And Academic Performance Of Primary School Students Aged 11 To 1

Attention is an important cognitive process for individuals,but primary school students often experience a "wandering mind" phenomenon during learning,which directly affects their learning efficiency and academic performance due to their lack of concentration.Research has shown that individual attention quality can be improved through mindfulness training.Mindfulness training refers to a psychological intervention in which individuals focus their attention on the present,which can effectively improve their attention.However,in the past,mindfulness training was mainly applied to patients with disabilities,normal adults,or adolescents.Further research is needed on whether mindfulness training is suitable for primary school students.Therefore,this study explores the impact of mindfulness training on attention and academic performance of primary school students aged 11-13.This study randomly selected 59 primary school students aged 11-13 from a primary school in Tangshan City as participants,using 2 × 3 A mixed experimental design of pre test,post test,and follow-up test was conducted in the 3 mindfulness group control group.The mindfulness group was trained for six weeks(a total of 12times),while the control group did not receive any training intervention.This study measured the Chinese version of the Mindfulness Attention Awareness Scale for Children(MASS-C),the Adolescent Attention Test,the Children’s Academic Performance Self Assessment Scale,and the National Examination scores before,after,and after one semester of training,in order to verify the impact of mindfulness training on their mindfulness level,attention level,and academic performance.Import the collected data into SPSS 27.0 for homogeneity testing and repeated measurement analysis of variance,and draw the following conclusions:(1)Before training,there was no significant difference between the mindfulness group and the control group in mindfulness level,attention level,children’s academic performance self-assessment scale scores,and unified exam scores;(2)After training,there were significant differences between the mindfulness group and the control group in mindfulness level,attention level,children’s academic performance self-assessment scale scores,and overall exam scores;(3)After one semester of training,there were significant differences between the mindfulness group and the control group in mindfulness level,attention level,and children’s academic performance self-assessment scale scores,but there was no significant difference between the two groups in the unified examination scores;The mindfulness level,attention level,and children’s academic performance self-evaluation scale scores of the mindfulness group were significantly higher on the post test and follow-up test than on the pre test.The difference between the post test and follow-up test was not significant,and the difference between the control group was not significant;The scores of the mindfulness group in the post test were significantly higher than those in the pre test,and there was no significant difference between the follow-up test and the pre and post tests.The differences in the control group were not significant.The results of this study will deepen the research on the impact of mindfulness training on attention and academic performance of primary school students aged 11 to13.The research results have proven that introducing mindfulness training into school classrooms is beneficial for improving students’ attention levels and academic performance,improving teachers’ teaching quality,and enriching school curriculum forms.This provides a solid basis for schools to develop corresponding mental health courses based on local conditions.