Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation
Abstract
:1. Introduction
2. Method
2.1. Participants
2.2. Measures
2.2.1. Child and Adolescent Mindfulness Measure, CAMM [35]
2.2.2. Difficulties in Emotion Regulation Scale, DERS [36]
2.2.3. Behavior Rating Inventory of Executive Function, BRIEF-2 Family Form [37,38]
2.2.4. Flanker Task [40,41]
2.3. Interventions
2.3.1. Intervention 1: Program Based on Mindfulness with a Focus on Attention
2.3.2. Intervention 2: Mindfulness-Based Program with a Focus on Emotions
2.4. Procedure
Data Analysis
3. Results
3.1. Mindfulness
3.2. Behavioral Self-Regulation
3.3. Attention Self-Regulation
3.4. Emotional Self-Regulation
4. Discussion
4.1. Mindfulness
4.2. Behavioral Self-Regulation
4.3. Attentional Self-Regulation
4.4. Emotional Self-Regulation
4.5. Limitations
4.6. Future Research
5. Conclusions
- (1)
- Results show that both interventions resulted in improvements in trait or dispositional mindfulness.
- (2)
- Both the program with a focus on attention and the program with a focus on emotions resulted in significant changes in the regulation of emotions and behavior.
- (3)
- Only children who participated in the program with a focus on attention showed a significant change in the precision of their responses, decreasing the percentage of errors for incompatible stimuli. The program with a focus on emotion did not affect attentional self-regulation.
- (4)
- Both programs examined in this study contributed to strengthening self-regulation skills of emotions and behavior in boys and girls aged between 8 and 12 years old, with the program focusing on attention also being effective in terms of attentional self-regulation.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Girls | Boys | |||||
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Group | n | Age (SD) | n | Age (SD) | Total N | Average Age |
Attention | 14 | 9.66 (1.33) | 10 | 9.90 (0.88) | 24 | 9.91 |
Emotions | 13 | 10.00 (0.60) | 12 | 9.50 (0.80) | 25 | 9.75 |
Control | 12 | 9.08 (1.04) | 9 | 9.11 (1.05) | 21 | 9.09 |
Total | 39 | 9.66 (1.10) | 31 | 9.51 (0.92) | 70 | 9.60 |
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Pre-Treatment Time | Post-Treatment Time | ||||||
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Variables | Tests | Attention | Emotion | Control | Attention | Emotion | Control |
Mindfulness | CAMM * | 17.28 | 16.94 | 16.52 | 10.95 | 13.63 | 17.73 |
(5.81) | (4.93) | (3.76) | (3.65) | (4.69) | (4.86) | ||
Behavior self-regulation | BRIEF-2 | 114.81 | 110.36 | 118.89 | 107.42 | 103.78 | 120.78 |
(22.91) | (18.32) | (21.02) | (19.68) | (15.66) | (17.88) | ||
Attention self-regulation | Flanker test | 22.02 | 18.00 | 19.25 | 11.04 | 15.87 | 20.33 |
(14.79) | (16.50) | (14.07) | (9.44) | (16.74) | (15.96) | ||
Emotion self-regulation | DERS | 65.71 | 70.36 | 60.05 | 52.90 | 63.26 | 64.47 |
(15.06) | (12.46) | (11.64) | (8.67) | (14.12) | (17.06) |
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Porter, B.; Oyanadel, C.; Betancourt, I.; Worrell, F.C.; Peñate, W. Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation. Pediatr. Rep. 2024, 16, 254-270. https://doi.org/10.3390/pediatric16020022
Porter B, Oyanadel C, Betancourt I, Worrell FC, Peñate W. Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation. Pediatric Reports. 2024; 16(2):254-270. https://doi.org/10.3390/pediatric16020022
Chicago/Turabian StylePorter, Bárbara, Cristian Oyanadel, Ignacio Betancourt, Frank C. Worrell, and Wenceslao Peñate. 2024. "Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation" Pediatric Reports 16, no. 2: 254-270. https://doi.org/10.3390/pediatric16020022