高校毕业生逐年增多，考公考研竞争激烈，传统职业的变迁，新兴职业的出现等大环境的变化，越来越多的大学生遇到职业决策困难，此问题已经成为研究者关注的焦点。而情绪-人格相关的职业决策困难（Emotional and Personality-Related career Decision-Making Difficulties，EPCD）是一种特殊的职业决策困难，表现为在职业决策过程中，收集信息的时候会更加焦虑和不自信，并对前景感到悲观。由于目前缺少相关的干预研究，本研究基于前人文献基础，从正念入手，利用正念团体干预EPCD，从而为EPCD的干预提供实证支持。

本研究分为两个部分：

研究一针对大学生正念水平、EPCD和情绪状态三者之间的关系，并初步探究情绪状态的中介作用。共收集到164份有效问卷，通过SPSS27进行相关分析，利用插件PROCESS进行初步的中介效应检验。研究一的结果为研究二提供理论支持。

研究二利用线上正念团体来干预EPCD。通过招募和筛选，确定干预组23人，对照组24人。干预组进行六周的线上正念团体干预，对照组在同一时间不提供干预。对干预组，进行了前测、中测、后测和追踪测4个时间点的数据收集；对对照组进行前测和后测2个时间点的数据收集。对照组在完成后测后，研究者为对照组提供单次生涯辅导并提供了相应的生涯咨询资源。团体结束后的一个月对团体参与者进行访谈，收集质性资料。研究二收集了量化和质性两部分数据，分析正念团体的效果，与研究一的结果相互呼应。

主要研究结论如下：

研究一，从量化的角度初步探究正念和EPCD的关系，结果显示正念和EPCD显著负相关，并且进一步探究了情绪在正念和EPCD之间的关系，结果显示焦虑在正念和EPCD起中介作用。

研究二，利用正念团体对EPCD得分较高的参与者提供了干预。结果证明团体较好地干预到正念水平，降低了焦虑水平，也对EPCD有显著的改善，与研究一的结果一致，进一步证实二者的关系。为进一步探究正念是如何影响EPCD的，研究者访谈了团体的参与者，探索到了相应的作用机制。正念在情绪、认知、思维和行动角度对EPCD起到了帮助。

The changes in the general environment, such as the yearly increase in the number of college graduates, the fierce competition for public examinations, the changes in traditional occupations, and the emergence of new occupations, bring more and more college students' career decision-making difficulties, and this problem has become the focus of researchers' attention. Emotional-personality related career decision difficulties (EPCD) is a special kind of career decision difficulties, which manifests as more anxiety and lack of confidence in gathering information and feeling pessimistic about the prospect in making decisions for career. Due to the lack of relevant intervention studies, this study provides empirical support for the intervention of EPCD by starting with mindfulness and using mindfulness groups to intervene in EPCD, based on the previous literature.

My study is divided into two parts:

Study 1 investigate the relationship between the level of mindfulness, EPCD and emotional state among college students, and explore the mediating effect initially. 164 valid questionnaires were collected, correlation analysis was conducted by spss27, and preliminary mediation effects were tested using the PROCESS v4.0. The results of Study 1 provided theoretical support for Study 2.

Study 2 utilized online mindfulness groups to intervene in EPCD. 23 individuals in the intervention group and 24 in the control group were identified through recruitment and screening. The intervention group underwent a six-week online mindfulness group intervention, and the control group did not provide the intervention at the same time. Data were collected on the pretest, mid-test, post-test, and follow-up test for the intervention group to collect scores on the four time-point scales; the control group collected scores on the two time-point scales for the pretest and post-test. Interviews were conducted with group participants one month after the group ended to collect qualitative results. Study 2 collected both quantitative and qualitative data to analyze the effects of the mindfulness groups and to supplement the results of Study 1.

The main findings of my study are as follows:

In Study 1, the relationship between mindfulness and EPCD was initially explored from a quantitative perspective, and the results showed that mindfulness and EPCD were significantly negatively related, and the relationship between emotion in mindfulness and EPCD was further explored, and the results showed that anxiety mediated the role of mindfulness and EPCD.

In Study 2 , a mindfulness group was utilized to provide an intervention to participants with high EPCD scores, and the results of the intervention also demonstrated that the group was better at intervening to the level of mindfulness and also provided significant improvements in EPCD, which was consistent with the results of Study 1, further confirming the relationship between the two. To further explore how mindfulness affects EPCD, the researcher interviewed group participants to explore the corresponding mechanisms of action. Mindfulness contributed to EPCD in terms of emotion, cognition, thinking and action.