A training program generation method for improving mood and mental resilience through mindfulness

Abstract

The application discloses a training scheme generation method for improving emotion and psychological resilience through mindfulness, and belongs to the technical field of mental health education and cognitive training. The method adopts three-stage implementation steps in turn: S1, a mindfulness basic training stage, mindfulness training is embedded in the practical training link to cultivate the non-judgmental awareness ability of students; S2, an achievement goal directional remodeling stage, students are guided to turn the avoidance performance goal to the mastery approach goal; and S3, a psychological resilience strengthening stage, through controllable practical training setbacks, the psychological resources of students are accumulated. Through the three-stage progressive implementation, a chain positive regulation path is formed, and the technical effects of reducing student academic burnout and improving professional commitment are realized.

Description

Technical Field

[0001] This invention relates to the field of mental health education and cognitive training technology, and in particular to a method for generating training programs that improve emotions and psychological resilience through mindfulness. Background Technology

[0002] With the continuous advancement of high-quality development in vocational education, the quality and content development of skilled personnel training has become a core issue in the development of vocational education.

[0003] As the main training ground for skilled personnel, vocational schools' teaching system is centered on practical skills training. Students need to complete a large number of repetitive and demanding practical training operations during their school years. In this process, students are prone to developing self-doubt due to frequent operational errors and training setbacks, which can lead to a negative goal orientation of avoiding performance, resulting in academic burnout problems such as emotional exhaustion and low sense of accomplishment. At the same time, they may also have weak professional identity and insufficient professional commitment, which not only directly affects students' skills learning outcomes and career development potential, but also restricts the overall improvement of the quality of talent training in vocational schools.

[0004] To address the aforementioned issues, existing mental health interventions in vocational schools primarily rely on general psychological lectures and individual counseling. While some intervention programs incorporate mindfulness training, they often simply copy the general models used in higher education, failing to deeply integrate with the skills training components of vocational schools. This has resulted in a long-standing and pressing core technical problem in this field: existing psychological intervention programs for vocational school students generally suffer from a disconnect from skills training scenarios, fragmented intervention pathways lacking a systematic closed-loop design, and an inability to construct a progressive and stable regulatory mechanism—"mindfulness awareness – goal reconstruction – resilience enhancement"—that aligns with students' psychological development. Consequently, they struggle to fundamentally and sustainably alleviate students' academic burnout and achieve long-term improvements in career commitment. Furthermore, the generic intervention content deviates from the core objectives of vocational education skills training, exhibiting poor feasibility and scalability, and failing to meet the routine implementation needs of daily teaching in vocational schools. Summary of the Invention

[0005] The purpose of this invention is to provide a three-stage progressive mindfulness training intervention method that is deeply integrated with vocational school skills training and teaching. It constructs a stable regulatory mechanism of "mindfulness awareness - goal reconstruction - resilience enhancement" that matches the laws of students' psychological development. By continuously alleviating students' academic burnout, it achieves a long-term improvement in their professional commitment level. At the same time, the solution is standardized, replicable, and easy to implement, and can be adapted to the normalized implementation needs of daily teaching in vocational schools.

[0006] To achieve the above-mentioned objectives, the technical solution adopted by this invention is as follows: According to one aspect of the present invention, a method for generating a training program to improve mood and psychological resilience through mindfulness is provided, comprising three training modules implemented sequentially, with a complete intervention period of 8 weeks, and the core training content of the preceding stages being continuously retained during the implementation of subsequent stages: S1, Mindfulness Basic Training Module, lasting 2 weeks, incorporates mindfulness training into the teaching process of each practical course to cultivate students' non-judgmental awareness of their present experience; S2, the achievement goal orientation reshaping module, follows the implementation of S1 and lasts for 3 weeks. While retaining the mindfulness breathing exercises and emotion labeling exercises of S1, it guides students to shift from avoiding performance goals to mastering approach goals. S3, the Psychological Resilience Enhancement Module, follows the S2 phase and lasts for 3 weeks. While retaining the core training content of the S1 and S2 phases, it accumulates students' psychological resources through controlled practical training and setback training. Through the sequential implementation of the above three modules, a chain of positive adjustment path is formed, namely "mindfulness training → achievement goal orientation → psychological resilience", which achieves the technical effect of reducing students' academic burnout and enhancing their career commitment.

[0007] Preferably, the S1 mindfulness basic training module performs the following three operations in the order of pre-class and post-class of each training session: S101. Mindfulness Breathing Exercise: Conduct 3 to 5 minutes before each practical training session to guide students to focus on their breathing, gently bring their attention back when their minds wander without self-judgment, and relieve pre-training anxiety. S102. Body Scanning Exercise: Perform 2 to 3 times a week after high-intensity practical training classes, each time for 10 to 15 minutes. Guide students to perceive body sensations from toes to head. If not, simply observe without changing the sensations. S103. Emotion Labeling Exercise: Within 5 minutes after each training session, guide students to use the sentence structure "I noticed that I felt..." to label negative emotions, without making bad evaluations or self-blaming.

[0008] Preferably, the S2 achievement goal orientation reshaping module performs the following three operations on a fixed daily and weekly basis: S201, Goal Reconstruction Workshop: Held once every two weeks, lasting 45 to 60 minutes, to guide students to reconstruct practical training mistakes into learning experiences and share them in groups; S202 Personalized Progress Record: Record one skill improvement point within 3 minutes after each daily training session. Do not fill in ranking comparison content. The number of improvement items will be counted weekly. S203. Setting goals before practical training: Before each practical training session, spend 1 to 2 minutes after mindful breathing to set skill mastery goals. After the session, evaluate the degree of achievement without making a definitive judgment on whether it is good or bad.

[0009] Preferred method: S301, Structured Frustration Simulation: 1 to 2 times per week, 15 to 30 minutes each time, with frustration tasks designed according to professional type and increasing difficulty, followed by a review and summary after completion; S302, Resilience Reflection Journal: Record 3 times a week, 5 to 10 minutes each time, and guide students to actively reconstruct their experiences of setbacks through three structured questions; S303, Peer Support Group: Held once a week for 30 to 45 minutes, with 4 to 6 people sharing "from failure to progress" case studies and providing non-judgmental feedback.

[0010] Preferably, the specific steps of the S101 mindfulness breathing exercise are as follows: Guide students to maintain an upright sitting posture, close their eyes and relax, and focus their attention on the breathing process; when a breathing rhythm disorder or body swaying is detected, give the prompt "Do not judge yourself, gently bring your attention back to your breathing"; after the timer ends, guide them to slowly open their eyes.

[0011] Preferably, in the S102 body scanning exercise, each body part is guided to stay for 10 to 15 seconds, and after the scan, the student is guided to return their attention to the overall body feeling; in the S103 emotion labeling exercise, negative emotions include frustration, anxiety, anger or depression, and the labeling form is verbal or written.

[0012] Preferably, the specific steps of the S201 target reconstruction workshop are as follows: The first step is to guide students to describe their recent practical training mistakes in a non-judgmental manner; the second step is to summarize their skill learning using the "I learned..." sentence pattern; the third step is to develop improvement strategies using the "Next time I can try..." sentence pattern; the fourth step is for students to share their experiences in groups of 4 to 6 and receive non-judgmental feedback; finally, the key learning points are summarized. During the three-stage implementation process, stage S2 retains all the core training content of stage S1, and stage S3 retains all the core training content of stages S1 and S2, forming a closed-loop intervention system that continuously strengthens basic awareness ability, promotes goal orientation, and progressively accumulates psychological resources.

[0013] Preferably, the optional content of the personalized progress record in S202 includes improved operational accuracy, increased operational speed, reduced number of errors, optimized operational procedures, and implementation of safety regulations; the optional content of the pre-training goal setting in S203 includes standardized operational actions, accurate equipment parameters, complete operational procedures, and standardized safe operation, and setting ranking comparison-type result goals is prohibited.

[0014] Preferably, the S301 structured frustration simulation is designed differently according to professional type: Engineering majors are given tasks that simulate operational setbacks such as assembly errors and parameter deviations; service industry majors are given tasks that simulate communication setbacks such as customer complaints and process interruptions; the tasks are divided into three levels of difficulty: low, medium and high, and the next level can only be unlocked after reviewing and summarizing the current level.

[0015] Preferably, it also includes an effect verification step: The five-factor mindfulness scale, academic burnout scale, career commitment scale, achievement goal orientation scale, and psychological resilience scale were used to measure the intervention at the baseline period, mid-week 4, and end-week 8. The significance and effect size of the "mindfulness training → achievement goal orientation → psychological resilience → academic burnout / career commitment" moderating pathway were verified using a chain mediation model.

[0016] In summary, due to the adoption of the above technical solution, the beneficial effects of the present invention are: 1. This invention constructs a three-stage progressive intervention method deeply integrated with skills training teaching. It sequentially integrates mindfulness foundation training, achievement goal orientation reshaping, and psychological resilience enhancement into the pre-class, post-class, and full-cycle teaching processes of practical training, forming an intervention path perfectly matched to students' psychological development. Through the progressive implementation of these stages, a stable chain of positive regulation—"mindfulness training → achievement goal orientation → psychological resilience"—is established. Unlike existing fragmented mindfulness training models, this invention uses a closed-loop design where the preceding stages lay the psychological foundation for the subsequent stages, and the subsequent stages consolidate the intervention effects of the preceding stages. This allows students to complete the entire intervention process during daily skills training without requiring a significant amount of additional teaching time. It reduces emotional drain caused by training setbacks through the cultivation of non-judgmental awareness and forms a continuous positive psychological cycle through goal orientation reshaping and resilience enhancement, achieving long-term relief of academic burnout and a stable improvement in career commitment.

[0017] 2. This invention designs differentiated, structured frustration simulation programs tailored to the specific training characteristics of different professional types in vocational schools. For operational training scenarios in engineering majors and communication service scenarios in service industry majors, it matches frustration training content aligned with core professional skills. This ensures the intervention content is highly aligned with students' professional learning and career development directions, avoiding the problem of general intervention programs being disconnected from students' actual learning scenarios, and significantly improving the relevance of the intervention content and student acceptance. Simultaneously, this invention includes a full-cycle effect verification process. Through standardized scale measurements at three key nodes—baseline, mid-term, and final—it can accurately verify the implementation effect of the chain-like positive adjustment path. Furthermore, based on the measurement results, the intervention program can be dynamically adapted and adjusted for different groups and individuals, ensuring the controllability of the intervention effect and room for continuous optimization. It enables precise intervention based on the psychological characteristics of different students, further strengthening the long-term effectiveness of alleviating academic burnout and enhancing career commitment. Attached Figure Description

[0018] Figure 1 Overall flowchart of the three-stage intervention method of this invention; Figure 2 The logic block diagram of the S1 mindfulness basic training stage in this invention; Figure 3 The logic block diagram for the achievement target-oriented reshaping stage of the present invention S2; Figure 4 This is a logic diagram of the S3 psychological resilience enhancement stage in this invention; Figure 5 This is a logic block diagram of the intervention baseline measurement in this invention. Detailed Implementation

[0019] To make the objectives, technical solutions, and advantages of this invention clearer, the invention will be further described in detail below with reference to the accompanying drawings and preferred embodiments. However, it should be noted that many details listed in the specification are merely to provide the reader with a thorough understanding of one or more aspects of the invention, and these aspects of the invention can be achieved even without these specific details.

[0020] Please see Figures 1 to 4 This invention provides a method for generating a training program to improve mood and psychological resilience through mindfulness. The program comprises three phases, S1, S2, and S3, implemented progressively in a fixed cycle as a complete intervention period. Phase S1, basic mindfulness training, covers the early stage of the intervention period; Phase S2, achievement goal orientation reshaping, covers the middle stage; and Phase S3, psychological resilience enhancement, covers the later stage. Throughout the implementation of the three phases, the core training content of the preceding phases is continuously retained, forming a closed-loop intervention system that continuously strengthens basic awareness, promotes goal orientation, and progressively accumulates psychological resources. The technical solution is as follows: Phase 1: Basic Mindfulness Training Phase S1. The basic mindfulness training stage involves embedding mindfulness training content into the skills training curriculum of vocational schools. This cultivates students' non-judgmental awareness of their present experiences, laying a cognitive foundation for subsequent goal reorientation and psychological resilience enhancement. Specifically, it includes three core implementation components: S101. Mindfulness Breathing Exercise: Before each training session, students are guided to practice mindfulness of their breathing. The core purpose is to alleviate students' pre-training anxiety and establish a basic ability for present awareness. The specific implementation process is as follows: After the training session begins, students are guided to maintain an upright sitting posture, close their eyes and relax their shoulders and neck, and focus their attention on the process of breathing in and out, noticing the changes in bodily sensations during breathing. When students notice that their attention has wandered from their breathing, they are guided not to self-judgment or blame, but simply to gently bring their attention back to the breathing process. The core principle of this exercise is non-judgmental awareness. Throughout the exercise, students are prohibited from making good or bad evaluations of "whether they are distracted or focused." The emphasis is only on objective awareness of the current breathing state to avoid exacerbating pre-training anxiety due to self-doubt. S102. Body Scan Exercise: This exercise is conducted at a fixed frequency each week, and is always implemented after courses with high training intensity. Its core purpose is to relieve students' muscle tension and emotional exhaustion after training. The specific implementation process is as follows: Guide students to maintain a stable posture in a supine or relaxed sitting position. Starting from the toes, guide students to be aware of the body sensations in the feet, calves, thighs, buttocks, abdomen, back, chest, fingers, palms, forearms, upper arms, shoulders, neck, face, and top of the head in sequence. The awareness of each body part is held for a fixed duration. When discomfort, tension, or soreness is felt in a body part, guide students not to forcibly change their body state, but simply to maintain an objective observation of the current body sensation. S103, Emotion Labeling Exercise, is conducted at a fixed time after each skills training session. Its core purpose is to help students objectively identify negative emotions generated during the training and avoid emotional burnout. The specific implementation process is as follows: guide students to review the negative emotions that occurred during the training, including feelings of frustration, anxiety, anger, and depression. Use the standardized sentence structure "I noticed that I felt..." to verbally or in writing label the current emotions. During the labeling process, students are strictly required not to evaluate the content of the emotions as good or bad, nor to blame themselves for the causes of the emotions. They only need to complete the objective identification and naming of the emotions.

[0021] Phase Two: Achievement Goal Orientation Reshaping Phase S2, the achievement goal orientation reshaping stage, based on the non-judgmental awareness formed by mindfulness basic training, guides students to shift from avoiding performance goals in practical training to mastering approach goals, and establishes learning goal orientation with skill growth as the core, specifically including three core implementation contents; S201, Goal Reconstruction Workshop, conducted periodically, aims to reduce students' self-doubt caused by practical training failures and achieve positive reconstruction of negative cognition. The specific implementation steps are divided into four steps: The first step is to guide students to review recent training failures, operational errors, or training results that did not meet expectations, and to describe the process of the events in a non-judgmental manner, prohibiting self-denial and negative characterization. The second step requires individuals to use the sentence structure "I learned..." to describe the skills they gained from the event, thus reconstructing the failure into a growth experience of skill learning. The third step requires individuals to develop improvement strategies using the phrase "Next time I can try..." , focusing on practical and actionable improvement strategies for this event, rather than ranking results. The fourth step involves sharing learning experiences after the restructuring within the group, with members providing non-judgmental feedback and prohibiting the use of judgmental or directive language. The core implementation boundaries of this stage are: non-judgmental feedback must strictly adhere to the three principles of objectively describing facts, not making definitive judgments, and not giving mandatory suggestions, and prohibit the use of directive expressions such as "you should..."; S202. Personalized Progress Records: After each day's practical training, guide individuals to record one skill improvement point for the day. The core purpose is to strengthen students' intrinsic sense of progress and promote the stable formation of mastery towards the goal. Specific implementation requirements are as follows: Students fill in one skill improvement point for the day in a record book or electronic document. The skill point focuses on the improvement of operational accuracy, operation speed, reduction of errors, optimization of operation process, and implementation of safety regulations during the practical training process, which are directly related to skill mastery. It is forbidden to fill in content related to grades or comparison with others. Students are guided to review their progress records within a fixed period, count the number of improvement items, and strengthen the positive cognition of continuous growth. S203. Setting goals before practical training: Before each practical training session, this should be connected with mindfulness breathing exercises. The core purpose is to guide students to establish practical training goals focused on skill mastery, avoiding negative goals that avoid performance. Specific implementation requirements are as follows: Students should use the standardized sentence structure "This time I will focus on practicing..." to set a specific skill mastery goal orally or in writing. The goal content must focus on the standardization of practical operation actions, the accuracy of equipment parameters, the completeness of operation procedures, and the standardization of safe operation, etc., and strictly prohibit setting result-oriented goals related to class ranking or comparison with others' operations. After the practical training course, students should be guided to conduct self-evaluation based on the goals set before the course, only assessing the degree of goal achievement, without making any qualitative judgments.

[0022] Phase Three: Strengthening Psychological Resilience S3, the psychological resilience enhancement stage, builds upon the established mastery and goal orientation, and accumulates students' psychological resources through controlled practical training in challenging situations, thereby strengthening their psychological resilience. This stage includes three core implementation components: S301, Structured Frustration Simulation: Based on the professional type, the training frustration tasks are designed with progressive difficulty. Individuals are required to complete a complete cognitive behavioral cycle of problem identification, solution formulation, and review and summary. The core purpose is to guide students to complete a complete cognitive cycle of frustration coping in a controlled situation and accumulate psychological resources to cope with training pressure. This task is designed differently according to the students' majors. The difficulty of the task is designed to progress in three levels: low, medium and high. Students can only move on to the next difficulty level after completing the task at the current difficulty level and reviewing the results. After each setback simulation task is completed, a review and summary session of a fixed length is set to guide students to complete the complete cognitive behavior cycle of "problem identification → solution formulation → operation execution → review and summary". For engineering majors, this task includes operational setback scenarios related to core practical skills, such as component assembly errors, equipment parameter deviations, and tool selection mistakes. Students are required to identify problems, develop solutions, and correct operations within a limited time. For service industry majors, this task includes communication setback scenarios related to core job competencies, such as customer complaints, service process interruptions, and sudden changes in demand. Students are required to manage emotions, solve problems, and appease customers within a limited time. The core dimensions of the difficulty level of this task are as follows: Low-difficulty tasks focus on simple errors in a single operation and involve only the solution of a single step; Medium-difficulty tasks involve a chain of deviations in multiple operation steps and require the completion of multi-step problem investigation and resolution; High-difficulty tasks simulate sudden and complex scenarios in real-world jobs and require the simultaneous completion of emotional regulation, multi-task coordination, and problem-solving. S302, Resilience Reflection Journal: Recorded periodically, this journal guides individuals to actively reconstruct their experiences of setbacks through structured questions, summarizing coping strategies and areas for improvement. Each entry includes three fixed structured questions: The first question is "What was the biggest difficulty you encountered today?" Students are required to objectively describe the specific setbacks they encountered during practical training or learning, without making negative characterizations. The second question is "What methods did I use to cope?", which requires students to clearly list the emotion regulation, problem-solving, or help-seeking strategies they adopted in this incident. The third question is "What abilities did I gain from this experience?" Students are required to identify the psychological resources, operational skills, or coping experiences they have accumulated from this setback. Students are guided to conduct a comprehensive review of their reflection journals within a fixed period, summarize their personal resilience improvements, and strengthen the positive cognition of growth from setbacks. S303, Peer Support Group: Activities are held on a fixed schedule. Through group case sharing and non-judgmental feedback, a synergistic effect of individual reflection and group support is formed, further consolidating the improvement of psychological resilience. Groups are divided into fixed sizes, with priority given to groups of the same major or class. The activity process consists of three steps: The first step involves members taking turns sharing personal stories of "from failure to progress" within a fixed period. The content shared can be shared with the materials recorded in the resilience reflection journal, and the sharing time for each member is fixed. The second step is for other members to give positive feedback using non-judgmental sentences after listening to the sharing, and strictly prohibit the use of judgmental, directive, or suggestive language; The third step involves the group facilitator leading the members to summarize the insights gained from the activity and transferable coping strategies for setbacks, thus forming a group consensus.

[0023] By implementing S1 to S3 in a progressive manner, a chain of positive adjustment path is formed, which is "mindfulness training → achievement goal orientation → psychological resilience", thereby achieving the technical effect of reducing students' academic burnout and enhancing their career commitment.

[0024] Please refer to 5, a method for generating a training program to improve mood and psychological resilience through mindfulness in this embodiment, which includes the following effect verification steps: Standardized scales (including the Mindfulness Five Factor Scale, Academic Burnout Scale, Career Commitment Scale, Achievement Goal Orientation Scale, and Psychological Resilience Scale) were used to measure students' mindfulness level, academic burnout level, career commitment level, mastery approach goal orientation level, and psychological resilience level at the baseline, middle, and end of the intervention period. Data processing was performed using statistical analysis software. First, normality tests and between-group and within-group difference analyses were conducted to verify the significance of the intervention effect. Using gender and occupation type as covariates, a chain mediation model was adopted. Through bias-corrected bootstrap sampling and repeated sampling, confidence intervals of the effect values ​​of each path were calculated to verify the significance and effect size of the chain positive regulation path of "mindfulness training → achievement goal orientation → psychological resilience → academic burnout / career commitment".

[0025] Example 1: Implementation Scenario for Engineering Majors in Vocational Schools Students majoring in engineering at a vocational college were selected as the subjects and randomly divided into an intervention group and a control group using stratified random sampling. There were no significant differences between the two groups in terms of gender, grade, and baseline scores on each core scale, making their baseline data comparable. The intervention lasted for 8 weeks. The intervention group underwent the full-process intervention strictly according to the three-stage method described in this invention, while the control group received the standard mental health education model used in vocational colleges and did not receive the targeted interventions related to this invention.

[0026] The intervention process is as follows: Weeks 1-2 are the basic mindfulness training phase, with mindfulness breathing exercises completed before each training session, emotion labeling exercises completed after each training session, and body scan exercises completed after each training session twice a week; Weeks 3-5 are the achievement goal orientation reshaping phase, with mindfulness breathing and emotion labeling exercises continued, body scan exercises adjusted to once a week, training goals set before each training session, and personalized progress records completed after each session, and a goal reconstruction workshop conducted in week 4; Weeks 6-8 are the psychological resilience strengthening phase, with the core training content of the first two phases continued, resilience reflection journals completed three times a week, peer support group activities conducted once a week, and structured frustration simulation tasks for engineering majors completed at three difficulty levels (low, medium, and high), with a debriefing summary completed after each task; Three scale assessments were conducted at the baseline period, 4 weeks after the intervention, and 8 weeks after the intervention. The results showed that the intervention group had significantly higher levels of mindfulness, achievement goal orientation, psychological resilience, and career commitment than the control group, while their academic burnout level was significantly lower. The chain mediation effect test showed that the chain positive regulation path effect of "mindfulness training → achievement goal orientation → psychological resilience" was significant, and the model fit was good, confirming that the method of the present invention can effectively reduce students' academic burnout and improve their career commitment.

[0027] Example 2: Implementation Scenario for Service Industry Majors in Vocational Schools The method of this invention was applied to the practical training of the service industry major in a vocational college. The implementation period was 8 weeks. In view of the characteristics of the service industry major, the intervention content was optimized and adjusted: the emotion labeling exercise in communication scenarios was strengthened, the service case sharing mechanism of peer support group was optimized, and structured frustration simulation tasks such as customer communication and handling of sudden needs were designed to fit the service positions. The evaluation results after implementation showed that the students' job burnout was significantly reduced, their emotional identification with and professional commitment to service-related professions were significantly improved, and their psychological resilience in dealing with customer complaints and service emergencies was significantly enhanced. This confirms that the method of the present invention can be flexibly adapted to different professional types and can achieve the expected technical effects.

[0028] The above description is only a preferred embodiment of the present invention. It should be noted that for those skilled in the art, several improvements and modifications can be made without departing from the principle of the present invention, and these improvements and modifications should also be considered within the scope of protection of the present invention.

Claims

1. A method for generating a training program to improve mood and psychological resilience through mindfulness, characterized in that, The program includes three training modules implemented sequentially, with a complete intervention period of 8 weeks. The core training content from the preceding phases is retained throughout the subsequent phases: S1, Mindfulness Basic Training Module, lasting 2 weeks, incorporates mindfulness training into the teaching process of each practical course to cultivate students' non-judgmental awareness of their present experience; S2, the achievement goal orientation reshaping module, follows the implementation of S1 and lasts for 3 weeks. While retaining the mindfulness breathing exercises and emotion labeling exercises of S1, it guides students to shift from avoiding performance goals to mastering approach goals. S3, the Psychological Resilience Enhancement Module, follows the S2 phase and lasts for 3 weeks. While retaining the core training content of the S1 and S2 phases, it accumulates students' psychological resources through controlled practical training and setback training. Through the sequential implementation of the above three modules, a chain of positive adjustment path is formed, namely "mindfulness training → achievement goal orientation → psychological resilience", which achieves the technical effect of reducing students' academic burnout and enhancing their career commitment.

2. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 1, characterized in that, The S1 Mindfulness Basic Training Module performs the following three operations in the order of pre-class and post-class of each training session: S101. Mindfulness Breathing Exercise: Conduct 3 to 5 minutes before each practical training session to guide students to focus on their breathing, gently bring their attention back when their minds wander without self-judgment, and relieve pre-training anxiety. S102. Body Scanning Exercise: Perform 2 to 3 times a week after high-intensity practical training classes, each time for 10 to 15 minutes. Guide students to perceive body sensations from toes to head. If not, simply observe without changing the sensations. S103. Emotion Labeling Exercise: Within 5 minutes after each training session, guide students to use the sentence structure "I noticed that I felt..." to label negative emotions, without making bad evaluations or self-blaming.

3. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 1, characterized in that, The S2 achievement goal-oriented reshaping module performs the following three operations on a fixed daily and weekly basis: S201, Goal Reconstruction Workshop: Held once every two weeks, lasting 45 to 60 minutes, to guide students to reconstruct practical training mistakes into learning experiences and share them in groups; S202 Personalized Progress Record: Record one skill improvement point within 3 minutes after each daily training session. Do not fill in ranking comparison content. The number of improvement items will be counted weekly. S203. Setting goals before practical training: Before each practical training session, spend 1 to 2 minutes after mindful breathing to set skill mastery goals. After the session, evaluate the degree of achievement without making a definitive judgment on whether to do it well or badly.

4. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 1, characterized in that, The S3 psychological resilience enhancement module performs the following three operations on a fixed weekly cycle: S301. Structured Frustration Simulation: 1 to 2 times per week, 15 to 30 minutes each time. Frustration tasks with progressively increasing difficulty are designed according to professional type. After completion, a review and summary are conducted. S302, Resilience Reflection Journal: Record 3 times a week, 5 to 10 minutes each time, and guide students to actively reconstruct their experiences of setbacks through three structured questions; S303, Peer Support Group: Held once a week for 30 to 45 minutes, with 4 to 6 people sharing "from failure to progress" case studies and providing non-judgmental feedback.

5. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 2, characterized in that, The specific steps of the S101 mindfulness breathing exercise are as follows: Guide students to maintain an upright sitting posture, close their eyes and relax, and focus their attention on the breathing process; when a breathing rhythm disorder or body swaying is detected, give the prompt "Do not judge yourself, gently bring your attention back to your breathing"; after the timer ends, guide them to slowly open their eyes.

6. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 2, characterized in that, In the S102 body scan exercise, each body part is guided to stay for 10 to 15 seconds, and after the scan, the student is guided to return their attention to the overall body feeling; in the S103 emotion labeling exercise, negative emotions include frustration, anxiety, anger or depression, and the labeling is done verbally or in writing.

7. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 3, characterized in that, The specific steps of the S201 target reconstruction workshop are as follows: The first step is to guide students to describe their recent practical training mistakes in a non-judgmental manner; the second step is to summarize their skill learning using the "I learned..." sentence pattern; the third step is to develop improvement strategies using the "Next time I can try..." sentence pattern; the fourth step is for students to share their learning experiences in groups of 4 to 6 and receive non-judgmental feedback; finally, the key learning points are summarized. During the three-stage implementation process, stage S2 retains all the core training content of stage S1, and stage S3 retains all the core training content of stages S1 and S2, forming a closed-loop intervention system that continuously strengthens basic awareness ability, promotes goal orientation, and progressively accumulates psychological resources.

8. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 3, characterized in that, The optional content of the S202 personalized progress record includes improved operational accuracy, increased operational speed, reduced number of errors, optimized operational procedures, and implementation of safety regulations; the optional content of the S203 pre-training goal setting includes standardized operational actions, accurate equipment parameters, complete operational procedures, and standardized safe operation, and setting ranking comparison-type result goals is prohibited.

9. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 4, characterized in that, The S301 structured frustration simulation is designed differently according to professional type: Engineering majors are given tasks that simulate operational setbacks such as assembly errors and parameter deviations; service industry majors are given tasks that simulate communication setbacks such as customer complaints and process interruptions; the tasks are divided into three levels of difficulty: low, medium and high, and the next level can only be unlocked after reviewing and summarizing the current level.

10. The method for generating a training program to improve mood and psychological resilience through mindfulness according to claim 1, characterized in that, It also includes an effect verification step: The five-factor mindfulness scale, academic burnout scale, career commitment scale, achievement goal orientation scale, and psychological resilience scale were used to measure the intervention at the baseline period, mid-week 4, and end-week 8. The significance and effect size of the "mindfulness training → achievement goal orientation → psychological resilience → academic burnout / career commitment" moderating pathway were verified using a chain mediation model.

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