正念瑜珈課程對於國小學童在注意力與情緒調適力之影響

Abstract

前言：在國小教育階段，注意力與情緒調節是促進學業以及人際關係發展至關重要的關鍵因素。本研究旨在探討正念瑜珈課程對於國小學童在注意力及情緒調適力上的影響，針對過去正念教育相關研究多以自覺量表或行動研究的方式進行，本研究以量表加上生理指標，探討密集型態的正念瑜珈課程介入前後差異。方法：研究對象為台北市國小一年級至五年級學生，招募參與者21名。實驗組進行為期五日的正念瑜珈課程，透過「國小學童注意力量表」、中文版SNAP-IV兒童注意力量表與情緒調適量表，加上靜息心跳變異率 (HRV) 及相關參數，近一步分析課程前後之差異，以了解正念瑜珈課程的具體效果。結果：顯示參與學童在持續性與選擇性注意力方面有正面顯著效果；情緒調適量表亦達顯著差異；HRV生理指標部分，LF有達顯著差異，HRV與HF則未達顯著差異。結論：正念瑜珈課程對提升國小學童注意力與情緒調適力有正面顯著影響，短期密集型的正念瑜珈課程與長週期的正念課程同有正面效益，包含動態與靜態的正念瑜珈課程能提升國小學童的正念學習成效。因此，正念瑜珈課程可被認為是一種有效的教育介入活動，有潛力被廣泛應用於國小階段學童教育之中。Introduction: At the elementary school education stage, attention and emotional regulation are crucial factors for promoting academic achievement and interpersonal relationship development. This study aims to explore the impact of a mindfulness yoga program on the attention and emotional regulation of elementary school children. Previous research on mindfulness education has predominantly used self-report scales or action research methods. In contrast, this study employs scales combined with resting heart rate variability (HRV) to examine the differences before and after an intensive mindfulness yoga program. Methods: The participants of this study were 21 students from grades one to five in elementary schools in Taipei City. The experimental group participated in a five-day mindfulness yoga program. The differences before and after the program were analyzed using the “Elementary School Children’s Attention Scale,” the Chinese version of the SNAP-IV Parent Rating Scale, and an emotional regulation scale, along with resting HRV to understand the specific effects of the mindfulness yoga program. Results: The findings indicated that participating children showed significant positive effects on sustained and selective attention. The emotional regulation scale also showed significant differences. As for the HRV physiological indicators, there was a significant difference in the LF component, whereas the HRV and HF components did not reach statistical significance. Conclusion: The mindfulness yoga program has a significant positive impact on enhancing the attention and emotional regulation of elementary school children. Both short-term intensive mindfulness yoga programs and long-term mindfulness courses have positive benefits. Including both dynamic and static mindfulness yoga activities can improve the effectiveness of mindfulness learning for elementary school children. Therefore, the mindfulness yoga program can be considered an effective educational intervention with the potential to be widely applied in elementary school education.