中学生正念与人际困扰的关系：自我接纳的中介作用

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Relationship between mindfulness and interpersonal distressamong middle school students： the mediating role of self-acceptance

Zeng Huaying PsychologicalCounseling Center，Xiamen Tong'anExperimentalMiddleSchool，Xiamen，Fujian3611O，Cina

【Abstract】 Objective To examine the relationships among mindfulness，self-acceptance，and interpersonal distress in middle school students.Methods A total of 331 middle school students were assssed using the Five Facet Mindfulness Questionnaire （FFMQ）， the Self-Acceptance Questionnaire （SAQ），and the Interpersonal Relationship Diagnostic Scale （IRDS）.Results ① The average mindfulness score （115.8±10.6） andself-acceptance score （38.5±7.3） of middle school students were relatively low，with mild interpersonal distress （9 ）.7±6. .5）. ② Male students （t=3.030， P<0.01 ） and only-children （t=2.1O6，P<0.05） had higher levels of self-acceptance. ③ Significant negative correlations were found between Mindfulness and self-acceptance with interpersonal distress （ r=-0.439 P <0.01; r= -0.597，P<0.01）. ④ Mediation analysis confirmed the mediating role of self-acceptance in the relationship betwen mindfulnessand interpersonal distress.ConclusionMindfulness may influence interpersonal distress through the mediating eectof self-acceptance in middle school students，providing a more practical and effective theoretical basis fordeveloping targeted interventions for interpersonal distressin middle school students.

【Key words】 Mindfulness; Self-acceptance; Interpersonal distress; Middle school students Fund program： Xiamen Education Science "14th Five-Year Plan"Project （23112） DOI：10.19521/j.cnki.1673-1662.2025.04.004

埃里克森提出中学阶段的主要任务是建立自我同一性和解决角色混乱的冲突。（剩余6975字）