Scholarlink

<p>This study put forward a triarchic mindfulness intervention for scaffolding English as a Foreign Language (EFL) university students’ stress coping strategy, Electroencephalogram (EEG) dynamics, and reading achievement. The Hybrid Mindfulness Training (HMT) integrated general meditation activities [Focused Attention (FA) and Open Monitoring (OP)] with EFL-centered mindfulness activities, complemented with prompts offered via a mobile application for at-home mindfulness practices. The study was conducted via an experimental design, in which the homogeneity of control and experimental groups was verified concerning stress coping strategies (determined via task, emotion, and avoidance strategies), working memory [assessed through Automated Operation Span task (AOSPAN)], mindfulness, and reading proficiency in the pretest. Multivariate analysis of variance (<i>MANOVA</i>) indicated that HMT resulted in enhancement in task coping strategy up to 45%, reduction in emotion coping strategy up to 13%, and reduction in avoidance coping strategy up to 21%. The moderate enhancement of students’ reading achievement was further verified. Results demonstrated a reduction in asymmetry post-meditation, suggesting a shift towards increased left hemisphere activity. The key practical implication of the study should pinpoint the hypothesis that mindfulness practices, as a buffer against avoidance coping strategies, influence brain activity patterns in favor of approach dispositions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Efficacy of hybrid mindfulness training (HMT) for EFL university students’ stress coping strategies, electroencephalogram (EEG) Activity, and reading achievement

  • 期刊论文

  • 发表日期：

    2026年2月26日

查看全文
  • Afsaneh Ghanizadeh,
  • Ghasem Sadeghi Bajestani,
  • Fatemeh Makhloughi,
  • Akram Hosseini,
  • Mehran Beiraghi Toosi,
  • Fatemeh Hosseinpour Kharrazi

摘要

This study put forward a triarchic mindfulness intervention for scaffolding English as a Foreign Language (EFL) university students’ stress coping strategy, Electroencephalogram (EEG) dynamics, and reading achievement. The Hybrid Mindfulness Training (HMT) integrated general meditation activities [Focused Attention (FA) and Open Monitoring (OP)] with EFL-centered mindfulness activities, complemented with prompts offered via a mobile application for at-home mindfulness practices. The study was conducted via an experimental design, in which the homogeneity of control and experimental groups was verified concerning stress coping strategies (determined via task, emotion, and avoidance strategies), working memory [assessed through Automated Operation Span task (AOSPAN)], mindfulness, and reading proficiency in the pretest. Multivariate analysis of variance (MANOVA) indicated that HMT resulted in enhancement in task coping strategy up to 45%, reduction in emotion coping strategy up to 13%, and reduction in avoidance coping strategy up to 21%. The moderate enhancement of students’ reading achievement was further verified. Results demonstrated a reduction in asymmetry post-meditation, suggesting a shift towards increased left hemisphere activity. The key practical implication of the study should pinpoint the hypothesis that mindfulness practices, as a buffer against avoidance coping strategies, influence brain activity patterns in favor of approach dispositions.