错失焦虑是个体因担心他人正在经历精彩的正性事件但自己错过而产生的弥散性焦虑情绪，在大学生群体中尤为普遍，给大学生的学习、生活带来众多负面影响，比如错失焦虑水平高的大学生抑郁、智能手机成瘾等风险更高，专注水平更低、学习注意力水平更容易分散。因此，探索缓解大学生错失焦虑的有效干预方案以及干预过程中的起效机制显得尤为关键。不过，目前针对大学生的错失焦虑问题，国内外的干预研究还十分不足，且现有的干预措施也仍需改进。在以往的研究中，研究者们尝试采用正念团体、认知行为疗法团辅以及支持性个体心理治疗的方式来缓解大学生的错失焦虑问题，但这些方法往往针对的错失焦虑靶点较为有限，这可能会降低干预的效果。为此，迫切需要开发出更多有效的新的干预方案，以更全面地应对大学生错失焦虑问题。团体正念认知疗法是一种融合了正念和认知行为疗法，并以团体形式进行的干预方案。根据错失焦虑的理论模型，错失焦虑因联结感的缺失、情绪应对能力不足以及认知偏差而导致，而团体正念认知疗法中的团体互动部分可以帮助个体提升联结感，其中的正念练习、区分想法与事实等干预技术，可以帮助个体提升情绪应对能力的同时改善认知偏差，说明相较于已有的干预方法，团体正念认知疗法可以激活错失焦虑更多的干预靶点，可能是干预错失焦虑更有效的干预方式。鉴于此，本研究将基于已有理论，通过团体正念认知疗法来干预大学生的错失焦虑问题，并对该疗法的干预效果进行验证，探讨其作用发挥的可能机制。具体而言，本研究主要以36名在校大学生为研究对象，采用被试间混合设计。其中干预组的18位参与者接受团体正念认知疗法的干预，而对照组的18位参与者在此期间没有接受任何形式的干预。在干预前、后以及干预结束一个月后，两组参与者均完成了对错失焦虑、正念、反刍、对不确定性不耐受的测量。研究结果主要如下：(1)团体正念认知疗法干预可以显著降低大学生的错失焦虑；(2)团体正念认知疗法干预可以显著提升大学生的正念水平，降低大学生的反刍水平和对不确定性的不耐受程度；(3)正念的中介效应显著，团体正念认知疗法干预可以通过提升大学生正念水平进而缓解错失焦虑。

Fear of Missing Out (FoMO) is a pervasive anxiety that individuals experience due to the concern that others are participating in positive events from which they are absent. This phenomenon is particularly prevalent among college students, significantly impacting their academic and personal lives. Students with high levels of FoMO are at greater risk for depression and smartphone addiction, have lower levels of concentration, and their academic attention is more easily disrupted. Therefore, exploring effective interventions to alleviate FoMO among college students and understanding the mechanisms through which these interventions operate is critical. However, research on interventions for FoMO among college students is currently insufficient both domestically and internationally, and existing measures still require improvement. Previous studies have attempted to mitigate FoMO among college students using mindfulness group interventions, cognitive behavioral group therapy, and supportive individual psychotherapy. However, these methods often target a limited range of FoMO aspects, which may reduce the effectiveness of the interventions. Thus, there is an urgent need to develop more effective new intervention strategies to more comprehensively address FoMO issues among college students.Group Mindfulness Based Cognitive Therapy (MBCT) is an integrated intervention that combines mindfulness practices with cognitive behavioral therapy in a group setting. According to the theoretical model of FoMO, this anxiety results from a lack of connectedness, inadequate emotional coping abilities, and cognitive biases. The group interaction component of MBCT can enhance a sense of connectedness among participants. Additionally, mindfulness exercises and techniques like distinguishing thoughts from facts can improve emotional coping capabilities and address cognitive biases. Compared to existing interventions, MBCT activates more intervention targets associated with FoMO, making it a potentially more effective method for addressing this issue. Consequently, this study aims to employ MBCT to intervene in college students’ FoMO issues, validate the effects of this therapy, and explore the potential mechanisms through which it operates.Specifically, this study involved a mixed between-subjects design with 36 college students as participants. Of these, 18 students in the intervention group received MBCT, while the remaining 18 in the control group did not receive any form of intervention during this period. Measurements of FoMO, mindfulness, rumination, and intolerance of uncertainty were taken before the intervention, immediately after, and one month following the intervention's conclusion. The key findings of the study are as follows:(1)The MBCT intervention significantly reduced the levels of FoMO among college students.(2)The intervention significantly increased the levels of mindfulness and decreased levels of rumination and intolerance of uncertainty among college students.(3)The mediating effect of mindfulness was significant; the MBCT intervention alleviated FoMO by enhancing mindfulness levels among college students.