The Interventional Effects Of Loving-Kindness Meditation On Junior Students’ Emotion Regulation Ability And Self-Compassion

Emotion regulation is an important mechanism for the individuals to adapt to the society and to maintain mental health, whichhas been the main topic of the psychological educational world. Correct regulation of mood and expression of positive emotion and behavior can promote students to establish good social relationships and interpersonal relationships, at the same time can reduce the conflict and hostility to maintainmental health. Nowadays, high school students face huge pressure and all kinds of network information in school, it is easy to produce a negative ego, resulting in middle school students appear desperate, for junior middle school students psychological frustration, confidence, and even disgusted and run away from home. Related studies have shown that self-compassion can help individuals feel care, at the same time can promote the individual subjective well-being, it is very important for middle school students improve the psychological health level, so as to shape a good personality. Through the references found loving-kindness meditation intervention can effectively improve the emotion regulation strategies and cultivate a positive attitude toward themselves and others. Domestic at present in the aspect of loving-kindness meditation intervention of rare, and foreign many research also mainly targeting adults. On this basis, this study in junior high school students as the research object, explore the kindness meditation intervention to the junior middle school students emotion regulation ability and level of self-compassion.This study used education intervention, adopting the experimental group and control group before and after the experiment design. The students in junior high school were used as the research object, including the experimental GroupA(30), Group B(27), the control group(28). Participants in each group to accept different experiments, the Group A accepted kindness meditation intervention, the Group B accepted meditation intervention, the control group did not accept any processing. Accepting the experimental subjects before and after treatment, we used the students’ ability in emotion regulation scale by JiJiaJun, Lu JiaMei establishment(2010) and revision self-compassion scale by GongHuoLiang 2014 to carry on the survey. Research showed that:(1) Loving-Kindness Meditation intervention can effectively improve the level of juniorstudents’ emotion regulation ability and self-compassion.(2) Meditation intervention has a positive influence on junior middle school students emotion regulation, but there is no significant impact on self-compassion.(3) Through experimental group A and group B and control group of variance analysis and multiple comparison proved that compared with meditation intervention, Loving-kindness meditation emotion regulation ability and the level of self-compassion of junior middle school students have A better role in promoting. Kindness meditation means of intervention, in other words, to cultivate junior middle school students emotion regulation ability and self-compassion is feasible and effective.