submitted time 2024-05-30
Abstract： Objective To explore the intervention effect of Mindfulness-Based Cancer Recovery (MBCR) on illness uncertainty and post-traumatic growth (PTG) in cancer patients. Methods 117 cancer patients from two tertiary hospitals in Beijing and Shanghai were selected as the research subjects, and divided into three groups through voluntary selection or matching. The experimental group participated in online MBCR courses and completed mindfulness practice assignments of different durations for mindfulness intervention. Experimental group A: practiced mindfulness for 15 minutes a day, and group B: practiced mindfulness for 30 minutes a day. The control group received no treatment. The Five Facet Mindfulness Questionnaire (FFMQ), Mishel’s Uncertainty in Illness Scale-adults (MUIS-A), and Post-traumatic Growth Inventory (PTGI) were used to conduct three times before and after MBCR intervention and the fourth week after the intervention. Questionnaire survey was conducted to compare the changes at different time points of intervention in each experimental group and control group. Results (1) Mindfulness level: Experimental group A and experimental group B showed a gradual upward trend over time, while the change in the control group was not obvious. And the changes in experimental group A were better than those in experimental group B. The total scores of the 3 groups of FFMQ were significant at different time points, and the interaction between time points and groups was significant (p<0.01). Comparisons were made between groups at each time point. Only in the T3 stage, experimental group A was compared with the control group. There is a statistical difference (p<0.05). (2) Level of disease uncertainty: All three groups showed a gradual downward trend, but the change in the control group was relatively smooth. There was a statistical difference in the total score of MUIS-A at different time points (p<0.01), but there was no statistical difference between groups and the interaction between time point and group (p>0.05). (3) Changes in PTG before and after intervention: All three groups showed a gradual upward trend, but the experimental group improved significantly compared with the control group, and experimental group A was better than experimental group B. There were significant differences in the total PTGI scores of the three groups at different time points (p<0.01). Conclusion MBCR can improve the mindfulness level of cancer patients, reduce the uncertainty of disease, promote the generation or improvement of PTG, and play a positive role in maintaining the physical and mental health of cancer patients and promoting disease recovery. At the same time, mindfulness intervention has a continuity effect and a possible dose-response effect. It is recommended that cancer patients maintain the habit of practicing mindfulness for a long time to achieve better practice effects.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2023-11-15
Abstract： Learning engagement, an important indicator of the learning process, has garnered extensive attention. Developmental contextualism and the integrative model of engagement posit that the interaction between individuals and environmental factors results in heterogeneous learning engagement development among individuals. Previous studies have demonstrated learning engagement heterogeneity among primary school students. However, in the context of the “double reduction” policy, the dynamic development of children’s learning engagement remains unclear. Moreover, positive parenting style, teacher-student relationships, and peer relationships, as important environmental factors, may predict children’s learning engagement transitions. Thus, this study adopts a people-centered research method to address these issues from a longitudinal perspective.
This study recruited participants from three ordinary public primary schools in Shandong Province, China. Participants at T1 (June 2021, before the implementation of the “double reduction” policy) were 378 children (164 boys; mean age: 9.97 ± 0.91 years old). Participants at T2 (December 2021, six months after the implementation of the policy) were 357 primary school students (155 boys; mean age: 10.50 ± 0.94 years old). Participants at T3 (June 2022, a year after the implementation of the policy) were 347 primary school students (147 boys; mean age:10.97 ± 0.91 years old). Students completed the Children’s Learning Engagement Scale (at T1, T2, and T3), Short−form Egna Minnen av Barndoms Uppfostran (at T1 and T2), Student Teacher Relationship Scale (at T1 and T2) and Children’s Peer Relationship Scales (at T1 and T2) during the three measurements. Latent profile analysis and latent transition analysis were employed in this study to explore children’s potential learning engagement subtypes and examine transitions between different subtypes across the three waves. Multiple logistic regressions were also used to investigate the impact of various environmental factors (i.e., positive parenting style, student−teacher relationships, and peer relationships) on the latent transitions of different learning engagement subtypes.
All data were analyzed by SPSS 26.0 and Mplus 8.0. The results revealed four distinct subgroups of learning engagement among primary school students: the “Low Engaged”, “Moderately Engaged”, “High Absorption with Vigorous Disengagement”, and “Highly Engaged” groups. In addition, due to the “double reduction” policy, students in the “Moderately Engaged” and “Highly Engaged” groups displayed relative stability, while those in the “Highly Disengaged” group tended to transition toward the “Moderately Engaged” group. Regarding the “High Absorption with Vigorous Disengagement” group, the findings indicated a higher likelihood of transitioning to the “Moderately Engaged” group from T1 to T2; however, from T2 to T3, these students were more likely to remain in their original subgroup. Moreover, the study identified the varying roles of different environmental factors in children’s learning engagement subgroups. Specifically, under the “double reduction” policy, positive parenting style and teacher–student relationships exhibited robust effects on children’s learning engagement transitions. The predictive effects of teacher-student relationships varied across different learning engagement subtypes among primary school students. Additionally, the study found that peer relationships had a positive influence on the transition of children within the “Moderately Engaged” group following the implementation of the “double reduction” policy.
This study provides the first evidence of heterogeneity and dynamic changes in learning engagement among Chinese primary school students, which indicates that following the implementation of the “double reduction” policy, family–school–collaborative education has made initial progress. These findings not only enhance our understanding of the dynamic development of learning engagement among primary school students but also provide empirical evidence regarding the effectiveness of the “double reduction” policy implementation.
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