Wimmer, Lena and Dorjee, Dusana orcid.org/0000-0003-1887-303X (2020) Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence:A Cross-Sectional Study Using Event-Related Potentials. Journal of Cognitive Education and Psychology. ISSN 1810-7621
Abstract
The present study presents the first attempt at investigating long-term mindfulness training in pre-adolescence, adopting an integrative neurodevelopmental approach. Pupils with an established mindfulness practice (n=33) were compared with mindfulness-inexperienced pupils (n=20) on dispositional mindfulness, executive functioning (EF), emotion regulation, and well-being. We also investigated whether increased well-being in mindfulness-experienced pre-adolescents would be mediated by EF and emotion regulation. Moderating influences of the amount and enjoyment of mindfulness training were considered as well. Self-report questionnaires measured dispositional mindfulness and well-being. Parents assessed emotion-regulation using the Emotion Regulation Checklist (ERC). Performance in a Continuous Performance Task and simultaneously recorded ERPs - Cue-P3, CNV, Nogo-N2, Nogo-P3 indexed EF. Interestingly, the two groups of pupils did not differ in their dispositional mindfulness. ERP findings revealed that the mindfulness-experienced group demonstrated superior EF in terms of response inhibition, but inferior EF in terms of cue processing. Although the ERC negativity/lability subscale revealed an advantage for the mindfulness-experienced group, no group differences were observed for the ERC emotion regulation subscale or well-being. Mediation analysis results did not support the assumption that mindfulness training leads to increased well-being via improvements in EF and emotion regulation. While outcomes were not moderated by amount of mindfulness practice, enjoying mindfulness was negatively associated with indicators of well-being and EF.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Springer. 2020. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 20 May 2020 08:10 |
Last Modified: | 27 Feb 2025 00:05 |
Published Version: | https://doi.org/10.1891/JCEP-D-19-00029 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1891/JCEP-D-19-00029 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:161004 |
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