This research project aimed to examine the relationship between dispositional mindfulness and processes of emotion regulation in Vietnamese pre-adolescents, as well as possible changes in mindfulness and emotion regulation processes after school-based mindfulness training for this age group. In addition, the role of Vietnamese cultural context in modulating emotion regulation and intervention effects was explored. The intervention part of the research project employed randomised controlled design with active and passive control groups and also included a 6-month follow-up. The project examined possible converging dispositional patterns and longitudinal changes using SenseMaker, electrophysiological, behavioural and self-report assessments. One-hundred-sixty-six pre- adolescents aged from 7 to 11 years from four primary schools in Ho Chi Minh, Vietnam were recruited to participate in the study and completed the SenseMaker and self-report assessments (smaller subsample participated also in the electrophysiological and behavioural assessments).

The results indicated that dispositional mindfulness measured by SenseMaker predicted emotion regulation abilities and well-being measured by self-reports. Noticing external experience appeared to explain most variation in emotion regulation abilities and well-being. Noticing more thoughts linked to more reluctance in expressing emotions and delayed P3b latency for angry targets while noticing more body sensations correlated with earlier P3b latency for angry targets and Japanese faces, together with reduced P3b and LPP amplitudes, suggesting distinguishably different patterns of relationship between modulations in neural markers of emotion processing and content of experience one notices. A correlation between high Asian values and noticing body sensations suggested possible facilitatory role of Asian culture on mindfulness trait.

In longitudinal results, attenuated LPP mean amplitude for angry non-targets in late time window together with increased non-reactivity and expression of emotions was found after mindfulness training. These findings suggest that mindfulness training delivered by schoolteachers improved emotion processing via reduced reactivity and elaboration in later stages of emotion processing. Fluctuating pattern of the P3b latency was observed over time.
Overall, the study contributed new and more comprehensive understanding of developmental neural mechanism of mindfulness in relation to emotion processing and regulation. Also, the findings could suggest that higher adherence to Asian cultural values could facilitate implementation of mindfulness interventions and their impact on emotional abilities in Vietnamese children.