Abstract
This study aims to analyse the effect and mechanism of mindfulness-based intervention (MBI) on aggression in adolescents. A total of 80 high school students (51.25% boys; Mage = 15.89 years, SD = 0.53 years) were randomly divided into an intervention group (n = 40) and a control group (n = 40). The intervention group received a mindfulness-based intervention for eight weeks, whereas the control group took the original curriculum as usual. Students completed measures of Five-Facet Mindfulness Questionnaire (FFMQ), Buss-Perry Aggression Questionnaire (BPAQ), Difficulties in Emotion Regulation Scale (DERS), and Self-Control Scale (SAS) at baseline and post-intervention. The results showed that the intervention group and the control group showed no significant differences in the studied parameters at baseline. Repeated measures ANOVA for mindfulness, emotion dysregulation, self-control, aggression, and its facets showed significant differences over time (pre-test and post-test) × group (intervention group and control group). A model designed based on structural equation model (SEM) analysis revealed full mediation, and showed a good fit for analyzed data [χ2/df = 1.47, RMSEA (95%CI) = 0.77, CFI = 0.955, TLI = 0.927, GFI = 0.913 SRMR = 0.067]. The SEM showed that change in the levels of mindfulness, emotion dysregulation and self-control played complete mediating roles in reducing aggression levels during the intervention period. MBI could indirectly affect aggression through five pathways. In conclusion, this MBI can help students reduce emotion dysregulation and aggression as well as can increase individual levels of mindfulness and self-control. Nevertheless, both MBI and change in the level of mindfulness do not directly affect adolescents’ aggression. However, MBI can reduce the aggression of adolescents by reducing emotion dysregulation and through the improvement of self-control.
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Data Availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
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This work was supported by Chongqing Education Science Planning Project in China: An empirical study of mindfulness intervention on campus bullying among adolescents(2018-GX-112).
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Qian Zhang developed concept and led manuscript production. Anbang Zhang performed the data collection and data analysis, performed the structure of manuscript, and drafted the first version of the manuscript. All co-authors participated in the scientific discussions and commented on the manuscript.
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Zhang, A., Zhang, Q. How could mindfulness-based intervention reduce aggression in adolescent? Mindfulness, emotion dysregulation and self-control as mediators. Curr Psychol 42, 4483–4497 (2023). https://doi.org/10.1007/s12144-021-01778-5
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DOI: https://doi.org/10.1007/s12144-021-01778-5