Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence: A Cross-Sectional Study Using Event-Related Potentials

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Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence : A Cross-Sectional Study Using Event-Related Potentials. / Wimmer, Lena; Dorjee, Dusana.

In: Journal of Cognitive Education and Psychology, 18.03.2020.

Research output: Contribution to journalArticlepeer-review

Harvard

Wimmer, L & Dorjee, D 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. https://doi.org/10.1891/JCEP-D-19-00029

APA

Wimmer, L., & Dorjee, D. (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. https://doi.org/10.1891/JCEP-D-19-00029

Vancouver

Wimmer L, Dorjee D. 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. 2020 Mar 18. https://doi.org/10.1891/JCEP-D-19-00029

Author

Wimmer, Lena ; Dorjee, Dusana. / Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence : A Cross-Sectional Study Using Event-Related Potentials. In: Journal of Cognitive Education and Psychology. 2020.

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@article{eabf4ba6eea4468c85b9d3f88b7e908a,
title = "Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence: A Cross-Sectional Study Using Event-Related Potentials",
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.",
author = "Lena Wimmer and Dusana Dorjee",
note = "{\textcopyright} Springer. 2020. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details.",
year = "2020",
month = mar,
day = "18",
doi = "10.1891/JCEP-D-19-00029",
language = "English",
journal = "Journal of Cognitive Education and Psychology",
issn = "1945-8959",
publisher = "Springer",

}

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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 -