Mindfulness And Self-esteem In Middle School Students:the Role Of Emotional Regulation And Resilience

Junior high School stage is a critical period for the development of adolescents.The junior middle school students who have just entered puberty are bearing more and more pressure in the face of the changes of living environment,the increase of learning content and the physiological and psychological changes accompanied by puberty.Through previous investigations and studies,it is found that junior middle school students begin to have a lower evaluation of their own value than the actual situation compared with the primary stage which leads to a decrease in self-esteem.In addition,at this stage,with the improvement of cognitive level,junior high school students began to perceive themselves and the external environment,and mindfulness began to develop.Previous studies have found a significant positive correlation between mindfulness and self-esteem,and mindfulness training can improve self-esteem.Of course,there are many factors affecting self-esteem level.Especially for adolescent junior high school students,there is an important factor,that is,emotions and the ability to regulate stress are also important factors affecting their personality development and self-esteem level.The so-called emotional regulation refers to exerting influence on one’s own or others’ emotions through certain emotional regulation strategies,while resilience is an individual’s ability to adapt to pressure.Therefore,two variables,emotional regulation and resilience,are added to this study.Thepurpose of this paper is to explore the characteristics of mindfulness,emotional regulation,resilience and self-esteem of junior high school students and their differences in demographic variables such as gender,grade,only child or not,and family residence,and to reveal the interaction between emotional regulation,resilience and mindfulness and self-esteem of junior high school students,and the mediating role of emotional regulation and resilience in junior high school students’ mindfulness and self-esteem.A questionnaire survey was conducted on594 junior middle school students using the Mindfulness Attention Awareness Scale,Emotion Regulation Questionnaire,the Resilience Scale for Chinese Adolescent and Self-esteem Scale.Descriptive statistics,variance analysis,regression analysis and mediation effect test were used to analyze the data.The characteristics and relationships of mindfulness,emotional regulation,resilience and self-esteem of junior high school students were explored.The following conclusions were drawn:(1)The Mindfulness of junior high school students is at a moderate level and there are significant differences in gender,grade and family residence.There was no significant difference in whether there was an only child;(2)The self-esteem level of junior high school students is in a moderate state and there are significant differences in sex,whether they are single,family residence,and there is no significant difference in grade;(3)Junior high school students are more inclined to use cognitive re-evaluation as an emotional regulation strategy,cognitive re-evaluation strategy has significant differences in family residence;(4)The resilience level of junior high school students is at a moderate level and there are significant differences in whether the only child and the family’s overall living standards;(5)There was a significant positive correlation between mindfulness,cognitive re-evaluation,resilience and self-esteem of junior high school students,that is,there was a significant positive correlation between mindfulness and cognitive review,resilience and self-esteem,cognitive reassessment was significantly positively correlated withresilience and self-esteem,and there was significant positive correlation between resilience and self-esteem;(6)Cognitive re-evaluation and resilience have mediating effect on mindfulness and self-esteem,that is,the effect of mindfulness on self-esteem can be carried out through three paths: first,mindfulness → cognitive re-evaluation → self-esteem;second,mindfulness → cognitive re-evaluation → resilience →self-esteem;third,mindfulness → resilience → self-esteem.