非适应性完美主义是一种容易引发不良认知、情绪、行为等方面消极后果的人格特质，不利于初中生的健康发展。自悯指的是个体在遭遇负面事件如失败、痛苦、不幸时，能够承认并接纳它们，并以同情、怜悯和支持的方式对待自我，是积极心理学中一种值得培养和提高的能力，不仅本身是一种积极的心理要素，而且还能帮助个体抵御消极因素的影响。本研究旨在检验初中生自悯与非适应性完美主义之间的联系，在此基础上设计、实施自悯课程干预方案，并检验干预方案的效果，以期能够提高初中生的自悯水平，并进一步减少其非适应性完美主义表现。

本研究分为两部分。研究一采用问卷调查法，使用《自悯量表》与《多维完美主义量表》对海南省某初中的470名学生进行施测。结果表明：

（1）初中生自悯在性别、是否为独生子女上存在显著差异。男生的自悯水平显著高于女生，独生子女的自悯水平显著高于非独生子女。在自我批判维度，担任班干部的学生的自我批判显著高于非班干部学生。

（2）初中生非适应性完美主义在性别、是否为独生子女上存在显著差异。男生的非适应性完美主义显著低于女生，独生子女的非适应性完美主义显著低于非独生子女。此外，初一学生的父母期望显著高于初二学生，担任班干部的学生的个人标准显著高于非班干部学生。

（3）初中生自悯与非适应性完美主义呈显著负相关，初中生自悯能够显著负向预测其非适应性完美主义。

研究二采用准实验设计，在研究一的基础上，选取了初一年级两个自悯和非适应性完美主义得分具有同质性的班级，将其随机分为实验组与对照组。实验组接受每周一次、共计六次的自悯课程，对照组不做任何处理。在实验前、后、一个月后向两个组发放《自悯量表》和《多维完美主义量表》，通过比较前测、后测和追踪测数据来评估干预的即时效果和保持效果。结果表明：

（1）本研究所设计的自悯课程能够有效提高初中生自悯水平，且干预效果具有一定持续性。

（2）本研究所设计的自悯课程能够有效减少初中生非适应性完美主义，干预效果持续性有待进一步改善。

Maladaptive perfectionism is a personality trait that is prone to negative cognitive, emotional, and behavioral consequences, which is detrimental to the healthy development of junior high school students. Self-compassion refers to an individual's ability to recognize and accept negative events, such as failure, pain, and misfortune, when they are experienced, and to treat the self in an empathetic, compassionate, and supportive manner. Self-compassion is an ability worth cultivating and improving in positive psychology, which is not only a positive psychological element in itself but also helps individuals resist the influence of negative factors. Currently, there are fewer studies exploring the relationship between the two, and even fewer studies geared toward students in junior high school. Therefore, the purpose of this study was to examine the link between self-compassion and maladaptive perfectionism in junior high school students, to design and implement a self-compassion course intervention program on this basis, and to test the effectiveness of the intervention program. This study expects to increase junior high school students’ self-compassion and decrease their maladaptive perfectionism.

This study was divided into two parts. Study 1 was conducted by questionnaire survey method using the Self-Compassion Scale and the Multidimensional Perfectionism Scale administered to 470 students in a junior high school in Hainan Province. The results showed that:

(1) There were significant differences in junior high school students' self-compassion in gender and whether they were the only children in their families. The level of self-compassion of boys was significantly higher than that of girls, and the level of self-compassion of only-child children was significantly higher than that of non-only-child children. In the dimension of self-judgment, the self-judgment of students who were class cadres was significantly higher than those who were not..

(2) There were significant differences in junior high school students' maladaptive perfectionism in gender and whether they were only children. Boys had significantly less maladaptive perfectionism than girls, and only-child children had significantly less maladaptive perfectionism than non-only-child children. In addition, first-year students had significantly higher parental expectations than second-year students, and students who were class cadres had significantly higher personal standards than those who were not.

(3) Junior high school students' self-compassion was negatively related to maladaptive perfectionism, and junior high school students' self-compassion significantly and negatively predicted their maladaptive perfectionism.

Study 2 used a quasi-experimental design, based on Study 1, two classes of grade seven with basically homogeneous scores on self-compassion and maladaptive perfectionism were selected and randomly divided into an experimental group and a control group. The experimental group received self-compassion sessions once a week for a total of six sessions, and the control group received no treatment. The Self-Compassion Scale and the Perfectionism Scale were administered to both groups before, after, and one month after the experiment, and the immediate and delayed effects of the intervention were assessed by comparing pre-test, post-test, and follow-up data. The results indicated that:

(1) The self-compassion course in this study was effective in increasing the level of self-compassion of junior high school students, and the effect of the intervention was somewhat persistent.

(2) The self-compassion course in this study was effective in reducing maladaptive perfectionism of junior high school students, and the persistence of the intervention effect needs to be further improved.