TY - JOUR
T1 - Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence
T2 - A Cross-Sectional Study Using Event-Related Potentials
AU - Wimmer, Lena
AU - Dorjee, Dusana
N1 - © 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.
PY - 2020/3/18
Y1 - 2020/3/18
N2 - 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.
AB - 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.
U2 - 10.1891/JCEP-D-19-00029
DO - 10.1891/JCEP-D-19-00029
M3 - Article
JO - Journal of Cognitive Education and Psychology
JF - Journal of Cognitive Education and Psychology
SN - 1945-8959
ER -