| The middle school stage is a critical period for individual development.The cognitive level of middle school students is constantly improving,and their mindfulness characteristics are also changing rapidly.Good mindfulness traits can help middle school students better deal with adolescent self-awareness and interpersonal communication.A large number of studies have shown that mindfulness level are closely related to self-acceptance and interpersonal distress,but few studies have discussed the mechanism of action between the three,and the proportion of studies focusing on middle school students is relatively small.Based on this,this study attempts to investigate the characteristics and status quo of mindfulness level,self-acceptance and interpersonal distress of middle school students,explore the relationship between mindfulness level,self-acceptance and interpersonal distress,and test whether self-acceptance plays a mediating role in the influence of mindfulness level on interpersonal distress.Group guidance based on mindfulness cognitive therapy is used to intervene the mindfulness level of middle school students.Study 1 used a questionnaire to investigate the relationship between mindfulness level,self-acceptance and interpersonal distress among middle school students,using the five-factor mindfulness scale,self-acceptance scale and interpersonal distress scale to administer the questionnaire to 857 middle school students in Fujian and Hunan Province.The results showed that:（1）The mindfulness level and self-acceptance of middle school students are generally lower than medium,and there are moderate interpersonal problems.（2）The level of mindfulness of middle school students differed significantly in terms of whether they were class cadres,whether they lived with their parents,grades,and grades,but there were no significant differences in gender,place of origin,and whether they were only children.The scores of class cadre students on the level of mindfulness are significantly higher than those of non-class cadre students;Students living with their parents scored significantly higher in mindfulness level than students not living with their parents;Students in grade one scored significantly higher in mindfulness than those in grade two and grade three;Junior high school students scored significantly higher than senior high school students in mindfulness level.（3）There are significant differences in gender,class cadre,living with parents,and grade,but there are no significant differences in the place of origin,only child,and school stage.Boys scored significantly higher than girls on self-acceptance;Class cadre students scored significantly higher than non-class cadre students on self-acceptance;Students living with their parents scored significantly higher than students not living with their parents on self-acceptance;The score of self-acceptance of students in grade one is significantly higher than that in grade two and grade three.（4）The interpersonal distress of middle school students has significant differences in whether they are class cadres,whether they live with their parents,and grade,but there is no significant difference in gender,place of origin,or whether they are the only child and school stage.Non-class cadre students scored significantly higher than class cadre students on interpersonal distress;The score of interpersonal distress of students who do not live with their parents is significantly higher than that of students who live with their parents;The scores of students in grade two and grade three of junior high school are significantly higher than those of the students in grade one of junior high school,and the score of interpersonal distress of senior three students is higher than that of senior two students.（5）There was a significant positive correlation between the total score of mindfulness,description,conscious action and non-critical factors,and self-acceptance,and a significant negative correlation with the level of interpersonal distress;There was a significant negative correlation between self-acceptance and interpersonal distress;Self-acceptance has a mediating effect between mindfulness and interpersonal distress.In Study 2,32 students in grade one of junior high school were selected as the research object.The pre-test and post-test design of the experimental group and the control group was used to test the intervention effect of mindfulness cognitive therapy.16 people in the experimental group were intervened by mindfulness cognitive training for two months;There were 16 people in the control group without any intervention.The results showed that the post-test scores of mindfulness and self-acceptance in the experimental group were significantly higher than those in the pre-test,and the post-test scores of interpersonal distress were significantly lower than those in the pre-test,while there were no significant changes in the control group.Conclusion:（1）The mindfulness level and self-acceptance of middle school students are generally in the lower middle level,and there are moderate interpersonal problems.There are differences in some demographic dimensions（gender,class cadre,living with parents,grade,and school stage）;（2）Middle school students’ mindfulness level,self-acceptance,and interpersonal distress are correlated.Self-acceptance has a mediating effect between mindfulness level and interpersonal distress;（3）Mindfulness cognitive therapy can improve mindfulness level and self-acceptance,and improve the interpersonal troubles of junior high school students. |
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