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Mindfulness and academic performance: An example of migrant children in China

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  • Lu, Shuang
  • Huang, Chien-Chung
  • Rios, Juan

Abstract

Mindfulness emphasizes the awareness of the “here-and-now.” Studies in the recent decade have found that mindfulness can affect positive change in child and adolescent school performance. As an emerging field, however, the mechanisms and effects of mindfulness practice on academic performance for children in developing countries have not been elaborated sufficiently in previous studies. Using China as an example context, this paper examines the relationship between mindfulness practice and academic performance of migrant children, and explores the role of executive function in this relationship. Through a survey with 219 fifth-graders in two migrant schools in Beijing, this study validates the positive association between mindfulness, executive function, and better school grades in Chinese, math, and English tests. Additionally, this study adds empirical evidence to the roles of mindfulness in child development, and also sheds light on the pathway through which mindfulness positively correlates with academic performance. These findings provide implications for addressing child academic challenges and conducting further research among migrant children in China and beyond.

Suggested Citation

  • Lu, Shuang & Huang, Chien-Chung & Rios, Juan, 2017. "Mindfulness and academic performance: An example of migrant children in China," Children and Youth Services Review, Elsevier, vol. 82(C), pages 53-59.
    • Handle: RePEc:eee:cysrev:v:82:y:2017:i:c:p:53-59
    DOI: 10.1016/j.childyouth.2017.09.008
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    References listed on IDEAS

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    1. Hu, Hongwei & Lu, Shuang & Huang, Chien-Chung, 2014. "The psychological and behavioral outcomes of migrant and left-behind children in China," Children and Youth Services Review, Elsevier, vol. 46(C), pages 1-10.
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    Cited by:

    1. Huang, Chien-Chung & Chen, Yafan & Greene, Loren & Cheung, Shannon & Wei, Yuhan, 2019. "Resilience and emotional and behavioral problems of adolescents in China: Effects of a short-term and intensive mindfulness and life skills training," Children and Youth Services Review, Elsevier, vol. 100(C), pages 291-297.
    2. Shannon Cheung & Xiaoxia Xie & Chien-chung Huang, 2020. "Mind Over Matter: Mindfulness, Income, Resilience, and Life Quality of Vocational High School Students in China," IJERPH, MDPI, vol. 17(16), pages 1-13, August.
    3. Chien-Chung Huang & Yuanfa Tan & Shannon P. Cheung & Hongwei Hu, 2021. "Adverse Childhood Experiences and Psychological Well-Being in Chinese College Students: Mediation Effect of Mindfulness," IJERPH, MDPI, vol. 18(4), pages 1-12, February.
    4. Xinjie Shi, 2022. "Moving out but not for the better: Health consequences of interprovincial rural‐urban migration in China," Health Economics, John Wiley & Sons, Ltd., vol. 31(4), pages 555-573, April.
    5. Xu, Limin & Cheung, Monit & Leung, Patrick & Xu, Yongxiang, 2018. "Migrant child phenomenon in China: Subjective happiness factors for assessing service needs," Children and Youth Services Review, Elsevier, vol. 90(C), pages 66-73.
    6. Chienchung Huang & Xiaoxia Xie & Shannon P. Cheung & Yuqing Zhou & Ganghui Ying, 2021. "Job Demands, Resources, and Burnout in Social Workers in China: Mediation Effect of Mindfulness," IJERPH, MDPI, vol. 18(19), pages 1-15, October.

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