近年來從東方佛禪角度切入的正念，對於自我調節與工作記憶表現的提升扮演重要角色。然而，以往研究多聚焦於成年人與正念之研究，對於正念在青少年與教育實踐、應用的可能性仍有很大發展空間。據此，本研究嘗試將此概念引入青少年學習場域中，一來探討正念對於青少年心理健康的關聯性，二來以認知工作記憶角度切入，了解正念對青少年數學表現的影響。
本研究進行三個研究：研究一針對青少年之正念與生活滿意度、心理憂鬱程度、青少年復原力程度、正負向情緒狀況等四項因素進行相關分析，以了解青少年心理健康與正念之關聯性；研究二則控制五因素人格特質的影響，從記憶廣度的中介歷程進行分析，探討正念對於青少年數學表現的預測力；研究三探究課堂中正念練習，對青少年數學表現、工作記憶及心理健康造成的影響效果。整體而言，在青少年階段，我們確認中文版止觀覺察注意量表在青少年之適用性，以及正念與數學表現之連結，且以語音記憶廣度作業檢測為前提下，數學學習當下訊息刺激的注意力接收與語音迴路處理的重要性，大於工作記憶中中央控制系統對於注意力的轉換及抑制處理。在三分鐘正念練習介入結果方面，雖然無法有效降低學生數學焦慮，對於工作記憶中語音迴路能力之提升，亦無明顯效果，但對於學生數學成果的展現，確有實質上的幫助，且研究結果指出，此法為不需要特別程度的先備正念，即可達正念提升效果之練習，對於青少年數學表現亦有所助益，雖然對於整體工作記憶之影響效能不若八週正念練習，數學焦慮改善效益亦不似長期正念練習明顯，但整體而言，三分鐘正念練習對於學生數學成果的展現，確有實質上的幫助，可供教育現場老師執行正念時之參考。

Mathematics performance in all subject areas plays an important role. Some students in mathematics performance is not satisfactory, most mathematics achievement performance is relative to emotional factors, and mathematical anxiety is the most important one. When mathematics learning, math anxiety students worry variety of mathematically related factors, worry will effects on cognitive resources, and reduce processing math homework working memory capacity, then influence mathematics performance. In recent years, the rise of the concept is mindfulness, the important mechanisms are self-regulation and working memory performance upgrade. The research wants to discuss the relevance of mindfulness and physical and mental state of the country carried out in stages for teenagers, then through mindfulness intervention to improve individual focus on mathematics learning and reduce anxiety, hoping to enhance the mathematical working memory functioning and academic performance.
We proposed three studies: First, we are trying to explore the association between mental health and mindfulness by measuring the mindful awareness attention scale, Satisfaction with Life Scale, Center for Epidemiological Studies Depression Scale, Inventory of Adolescent Resilience, and the Positive and Negative Affect Schedule. Second, controlling the Big-Five factors, analying the mediation process of Digit Span to investigate the prediction of mindfulness to mathematics performance. Third, exploring if the mindfulness practice during class can benefit the math performance, working memory, and mental health. On the whole, we have confirmed the adaptability of Chinese Translation of Mindful Attention Awareness Scale on adolescence stage, and the connection between mindfulness and mathematics. Otherwise, under the premise of phonological digi span task, the importance of current message stimulated by attention received and phonological loop processed are greater than the working memory in the central control system for attention to the conversion and suppression processing.
In the aspect of three minutes mindfulness practice intervention, there having no obvious effect in reducting mathematical anxiety and the improvement of phonological loop ability in working memory, but there is indeed a substantial help for the students to show the results of mathematics, we have confirmed that the three-minute mindfulness exercise is a popular approach and does not require a special degree of readiness to improve the learning ability of the adolescence. It can be a reference for teacher when practicing in the educational field.

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