The Impact of School-Based Mindfulness Intervention on Bullying Behaviors Among Teenagers: Mediating Effect of Self-Control

The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers. A cluster randomized controlled trial was conducted, in which the experimental group (n = 92) received mindfulness intervention, and the control group (n = 97) did not. The...

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Bibliographische Detailangaben
1. VerfasserIn: Liu, Xianhua (VerfasserIn)
Beteiligte: Xiao, Rulan ; Tang, Wei
Medienart: Elektronisch Aufsatz
Sprache:Englisch
Veröffentlicht: 2022
In: Journal of interpersonal violence
Jahr: 2022, Band: 37, Heft: 21/22, Seiten: NP20459-NP20481
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Schlagwörter:
Teenagers
bullying behavior
Mindfulness
Randomized controlled trial
Self-control
Beschreibung
Zusammenfassung:The current study aimed to explore the impact of a school-based mindfulness intervention on bullying behaviors among teenagers. A cluster randomized controlled trial was conducted, in which the experimental group (n = 92) received mindfulness intervention, and the control group (n = 97) did not. The measured outcomes included: bullying behavior, self-control, and trait mindfulness. The results were as follows: (1) the post-test scores of trait mindfulness and self-control in the experimental group significantly increased (p < 0.01) while the scores of bullying behavior significantly decreased (p < 0.01); (2) trait mindfulness was positively associated with self-control (r = 0.13 to 0.63, p < 0.05), whereas trait mindfulness and self-control were both negatively associated with bullying behavior (r = ?0.38 to ?0.13, p < 0.05); and (3) the mediating effect of self-control accounted for 50% of the overall effect of trait mindfulness on bullying behavior. These findings demonstrated that the school-based mindfulness intervention distinctly improves trait mindfulness and self-control and reduces bullying behavior among teenagers. Moreover, self-control plays a mediating role between trait mindfulness and bullying behavior.
ISSN:1552-6518
DOI:10.1177/08862605211052047