中学生の学校ストレスにおける認知的評価・コーピングに対するマインドフルネスの調整効果

Recent studies have suggested that Mindfulness Training (MT) is useful for stress management education (SME) in Japanese schools. The present study, based on the stress theory by Lazarus and Folkman (1986), which has often been used in recent SME research, focused on cognitive appraisal and coping with stressors, and examined the regulatory effects of mindfulness on these. A questionnaire survey was administered to 170 public junior high school students. With stress reaction as a dependent variable, we conducted 1) A hierarchical multiple regression analysis with mindfulness and cognitive appraisal as independent variables, and 2) a three-way ANOVA with mindfulness, coping style, and reason for selection of coping (RSC) as independent variables. The results indicated that mindfulness may ease the effect of the cognitive appraisal of threat on stress reaction and facilitate non-selection of problem-avoidance coping. The application of MT to SME could improve the focus of interventions on these properties of mindfulness.