正念在臺灣學校的影響：系統性回顧及後設分析

The Impact of Mindfulness in School at Taiwan: A Systematic Review and Meta-analysis

正念在學校的發展與影響，有愈來愈普及化的趨勢。本研究以系統性的文獻回顧及後設分析，統整1991年至2016年的學位論文和期刊論文，希望釐清正念在臺灣學校的影響。本研究共分析26篇研究論文，樣本數2279人，實驗組1029人，控制組1250人，年齡層從幼稚園至大學高等教育之學生。研究結果如下：1.整體效果量分析：正念整體效果量達中度以上正向效果。2.其他變項分析：（1）年齡層次：正念效果不因年齡層次而有差異。（2）正念介入時程：正念的介入時程以1 ~ 8週效果最佳。（3）正念效果類別：正念在壓力管理的效果最佳，其次是認知表現、情緒智力及人際技巧。整體而言，正念在學校產生的效果是正向的，然而，樣本的差異性、正念實施和練習的多樣性、各種不同的測驗工具、以及資料驗證的差異化，皆有許多異質性存在。因此，正念的測量極具挑戰性。最後，本研究針對研究結果，期待能發展適合教育領域的正念相關課程及後續研究，並對在教育上的涵意提供具體的建議。

In recent years, researches on mindfulness in Europe and the United States have been booming. Mindfulness is generally used in a variety of fields, such as medicine, psychotherapy, health care, business and education. Mindfulness in schools is also becoming more and more popular. Mindfulness, perceived in a particular way, is purposeful awareness in the present moment and being nonjudgmental. Research shows that mindfulness can not only reduce anxiety and depression, but also promote concentration, emotional management and human relationships. Mindfulness promotes happiness and self-compassion. Mindfulness has its effects in cognitive performance, interpersonal skills, emotional intelligence and stress management. The aim of this paper is tantamount to understand the impact of mindfulness in the school at Taiwan. The systematic review and meta-analysis used data from thesis, dissertations, and peer review journals from 1991 to 2016 as inputs in understanding the impact of mindfulness in the school at Taiwan. Twenty-six studies were identified. In total, 2279 students were instructed in mindfulness, with 1250 serving as control group and 1029 as treated group, ranging from kindergartens to colleges. A meta-analysis is applied as the research method in order to understand the differences between the experimental group and the control group and to examine the overall effect and heterogeneity. According to the results of heterogeneity test, the effect model was selected and the moderators were concerned, such as the age of participants, the duration of mindfulness intervention and the category of mindfulness effect. This study utilized CMA (Comprehensive Meta-Analysis) statistical analysis software for meta-analysis. CMA proposed publication error verification. The study of failed-safe N = 11.38905 (p = .000), reaching a significant level of .001, indicating no publication bias. The results revealed that overall effect sizes were medium and positive. Among groups for domains were stress management, cognitive performance, emotional intelligence and interpersonal skills, which effect sizes were all positive. The mindfulness intervention time within 1-8 weeks was the best, and the effect of mindfulness was no significant differences in ages. Overall, the benefits of mindfulness in schools were positive. Finally, according to the research findings, practical suggestions for educational policy-making and researches were proposed. In educational practice, school authorities can systematically arrange various mindfulness training courses based on the needs of students and faculty members, including: (1) mindfulness and empowering courses for teachers, (2) academic achievement mindfulness courses, (3) emotion management mindfulness courses, (4) mindfulness-based stress reduction courses, (5) mindfulness general elective courses. In research limitations and future research, according to the conclusions of this study, the effect of mindfulness training has its effect in cognitive performance, stress management, emotional management and interpersonal skills. However, the diversity of study samples, vary in implementation and training, and a wide range of instruments and differentiated examination of data were difficult to be identified, too. There was great heterogeneity. Many studies were underpowered, and measuring effects of mindfulness in this setting was challenging. Based on this study, mindfulness training implemented in each research paper has its own different approach. Therefore, if future studies can explore the effects of mindfulness produced by different mindfulness training, so that participants can join in different mindfulness training according to their needs. Furthermore, for the prediction of the effects of mindfulness, there should be more precise theoretical basis for understanding and explaining the psychological mechanism of mindfulness, such as when and why the impacts of mindfulness happen. Through this study, it may also enrich the theory of psychology, and, in addition, the development of mindfulness measurement tools, so that it can lead to a more correct measurement of the mindfulness. According to different purposes of mindfulness to seek the appropriate mindfulness scale, the research will come to a better result.