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目的:探讨正念训练对大学生情绪调节和心理弹性的影响。方法:招募某高校大学生81人，随机分为正念训练组与对照组，其中74人完成研究(正念训练组36人，对照组38人)。正念训练组参加8周正念训练，在此期间对照组不进行任何干预。干预前、干预后第4周和第8周进行问卷调查，采用五因素正念度量表测量正念水平，简明心境量表测量情绪，青少年心理韧性量表测量心理弹性。结果:两组干预前后在五因素正念总分、观察、觉知地行动、不判断、心理弹性总分、目标专注、人际协助，以及心境状态量表中的疲劳因子交互效应显著(均n P<0.05)。正念训练组的正念水平、心境状态和心理弹性得分干预前后比较，均差异有统计学意义(均n P<0.05)。其中，正念总分在干预4周后较基线明显提高[(114.92±11.70)分，(110.36±11.24)分，n P<0.05]，而观察[(26.19±5.21)分，(24.00±5.34)分]、描述[(23.36±4.82)分，(21.19±4.76)分]、不判断[(23.75±4.20)分，(22.06±4.99)分]、不反应[(19.72±3.16)分，(18.58±3.61)分]则在干预8周后较基线明显提高(均n P<0.05)；心境量表中，疲劳、抑郁-沮丧、慌乱、活力四个维度和情绪纷乱总分干预前后差异有统计学意义(均n P<0.05)，其中，干预8周后，疲劳[(12.31±4.08)分，(13.39±5.12)分]、慌乱[(12.08±3.57)分，(13.67±4.35)分]和情绪纷乱总分[(132.94±17.71)分，(145.75±22.68)分]较基线明显降低(均n P<0.05)，活力分数明显增高[(18.31±4.61)分，(15.39±4.99)分，n P<0.01]；心理韧性量表中，训练组的总分、目标专注、人际协助、情绪控制分数干预后明显提高(均n P<0.05)。n 结论:正念训练能提高大学生的正念水平和心理弹性，改善其疲劳、抑郁、慌乱等负面情绪，提高活力等积极情绪。“,”Objective:To investigate the effectiveness of mindfulness training on the emotional regulation and resilience of college students.Methods:Eighty one college students were recruited and randomly divided into mindfulness training group and control group, of which 74 completed the study (36 in mindfulness training group and 38 in control group). Participants in mindfulness training group received an 8-week mindfulness training, while participants in control group received no intervention. Participants were assessed with the Five Facet Mindfulness Questionnaire (FFMQ, measuring mindfulness level), Profile of Mood State (POMS, measuring emotion) and the Resilience Scale for Chinese Adolescent(RSCA, measuring resilience) before and after intervention (4 and 8 weeks).Results:Before and after the intervention, the interaction effects of total score of five factors mindfulness, scores of observing, actaware, non-judging, total score of resilience, scores of goal planning, help-seeking and the fatigue score were significant(all n P<0.05). There were significant differences in mindfulness level, mood state and resilience scores in mindfulness training group before and after intervention(alln P<0.05). There were significant differences of scores of FFMQ , POMS and RSCA post-training compared with baseline(n P<0.05). The total score of FFMQ was improved significantly after 4 weeks of intervention ((114.92±11.70)n vs(110.36±11.24), n P<0.05), while the scores of observing((26.19±5.21)n vs(24.00±5.34)), describing((23.36±4.82)n vs(21.19±4.76)), non-judging((23.75±4.20)n vs(22.06±4.99)) and non-reacting((19.72±3.16)n vs(18.58±3.61)) were improved significantly after 8 weeks of intervention. There were significant differences of the scores of fatigue, depression-dejection, panic, vigor-activity and total mood disturbance before and after the intervention in mindfulness training group (all n P<0.05). The scores of fatigue((12.31±4.08)n vs(13.39±5.12)), panic((12.08±3.57)n vs(13.67±4.35)) and total mood disturbance((132.94±17.71)n vs(145.75±22.68)) were reduced significantly after 8 weeks of intervention (all n P<0.05), while the scores of vigor-activity were improved significantly after 8 weeks of intervention ((18.31±4.61)n vs (15.39±4.99), n P<0.01). The participants in mindfulness training group got significantly higher total score, scores of goal planning, help-seeking, and affect control of RSCA after intervention compared with baseline (alln P<0.05).n Conclusion:Mindfulness training can enhance the mindfulness level and resilience of college students, decrease negative affect such as fatigue, depression, panic, and increase positive affect such as activity.