The Relationship Between Mindfulness And Daily Academic Resilience Among Junior High School Students: Partial Mediation By Metacognitio

This research focuses on the situation and correlation of mindfulness,metacognition and academic buoyancy of junior high school students in Tianjin area.Prove the mediating role of metacognition in mindfulness and academic buoyancy,and conduct mindfulness intervention for junior high school students.Study one used the five-factor mindfulness scale,metacognitive questionnaire and the daily academic resilience questionnaire as the research tools to investigate1100 junior high school students.Based on study one,online MBSR was used in the intervention study,prove online MBSR training can increase the mindfulness of students in junior middle school,reduce metacognition and promote the improvement of everyday academic resilience.The subjects selected two parallel classes from the relationship study as the intervention class and the control class with a total of 76 participants.The intervention class received MBSR training for 4 weeks,5 days/week,a total of 20 days,while the control class did not.After 4weeks,the two classes were post-tested.The following results are obtained:(1)The level of mindfulness of junior middle school students is above average.Specifically,the third grade students have a higher level of mindfulness than the second grade students.In addition,the performance of the middle school students is that the level of mindfulness increases with the economic status of the family.(2)The metacognitive scores of junior middle school students were at the middle level,and there were significant differences in the grade and family structure.The specific situation of the second grade are higher than the first and third grade,shows that grade two students have more irrational metacognitive beliefs than other students.Divorced parents are higher than ordinary families,indicating that children from divorced parents have more irrational metacognitive beliefs than students from ordinary families.(3)The everyday academic resilience of junior middle school students is is above average,and there are significant differences in grade and family economic status,which are manifested as the first and the third grade are higher than the second grade.In general,the everyday academic resilience of junior middle school students increases with the increase of family economic status.(4)There is a significant negative correlation between mindfulness and metacognition among junior high school students,specifically,junior high school students with higher level of mindfulness have less irrational metacognition beliefs;There is a significant negative correlation between metacognition and everyday academic resilience.Specifically,students with less irrational metacognition belief have a higher level of everyday academic resilience.There is a significant positive correlation between mindfulness and everyday academic resilience.Specifically,the higher the level of mindfulness,the higher the level of everyday academic resilience of junior high school students.Mindfulness can influence everyday academic resilience through the mediating effect of metacognition,which plays a partial mediating role between mindfulness and everyday academic resilience.(5)Online MBSR training can increase the mindfulness of students in junior middle school,reduce metacognition and promote the improvement of everyday academic resilience.On this basis,the following conclusions are drawn:(1)Mindfulness can not only directly affect the everyday academic resilience level of junior high school students,but also indirectly affect the everyday academic resilience through metacognition;(2)Mindfulness stress reduction training can help improve the mindfulness level of junior high school students,reduce irrational metacognitive beliefs(reduce the score of metacognitive questionnaires),and then improve the everyday academic resilience level of junior high school students.