基于正念干预对小学生注意力缺陷、抑郁和焦虑的影响及其调节变量

Abstract The number of mindfulness-based interventions (MBIs) has proliferated in the last decade, as accessible evidence-based practices, to improve children’s mental health in school settings. However, some studies suggest that MBIs do not offer distinct advantages over other mental health promotion interventions. These inconsistent findings may be explained, at least in part, by the lack of a clear definition of what constitutes a MBI, inconsistencies in intervention length and facilitator training, and importantly, the limited examination of moderating variables––particularly dispositional