ArticleFrontiers in psychology2021
The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A meta-analytical review of the impact of mindfulness on creativity: Framing current lines of research and defining moderator variables.Psychonomic bulletin & review · 2023Pooled it
- The predictive values of state and trait mindfulness on emotion understanding in primary school children.Frontiers in psychology · 2026Article
- Tactile regulation with pocket-sized robots: reducing movement and heart rate in children through hand-held interaction.Frontiers in robotics and AI · 2026Article
- Mapping Stress, Anxiety, Depression, and Repetitive Negative Thinking Among Non-Western Undergraduate Students: A Network Analysis.PsyCh journal · 2025Article
- Article
- The moderating role of extraversion in the relationship between trait mindfulness and pain adaptation.Frontiers in pain research (Lausanne, Switzerland) · 2025Article
- The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety.Journal of Intelligence · 2023Article
- Association ofFrontiers in neuroscience · 2022Article
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Authors and funding
5 authors.
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Abstract
Attention and working memory are important cognitive functions that affect junior school students' learning ability and academic performance. This study aimed to explore the relationships among trait mindfulness, attention, and working memory and to explore differences in performance between a high trait mindfulness group and a low one in attention and working memory under different stressful situations. In study 1, 216 junior school students completed the Five Facet Mindfulness Questionnaire (FFMQ), and their attention and working memory were tested in a non-pressure situation. The results showed that attention had a partial mediating effect between mindfulness and working memory. In study 2, the high trait mindfulness group and the low one were tested for attention and working memory under situations with single and multiple pressures. One notable result was that the attention and working memory performances of the high mindfulness group were all significantly higher than those of the low mindfulness group in every stress situation (no stress, single stress, and multiple stresses). Other important results were that trait mindfulness moderates the relationship between stress and attention and between stress and working memory. These results suggest that trait mindfulness has a protective effect in the process by which various stresses affect attention and working memory. These findings indicate that trait mindfulness is an important psychological quality that affects the attention and working memory of junior school students, and it is also an important psychological resource for effectively coping with the impact of stress on attention and working memory. Therefore, it is possible that improving trait mindfulness may help to improve junior school students' attention and working memory and enable them to cope better with stress, thereby helping to improve academic performance. This research is of great significance for understanding the association between key psychological qualities and cognitive functions in different stressful situations. These findings also provide insight for future studies in educational psychology.
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