To clarify the underlying mechanism of first-year undergraduate students’ maladaptive perfectionism in relation to their anxiety, this study constructs a mediating model with moderation, focusing on the investigation of the mediating role of self-compassion and the moderating role of family support. A total of 924 university students were involved in the investigation, responding to questionnaires on their maladaptive perfectionism, anxiety, self-compassion, and family support. The results showed that (1) after controlling for gender and Hukou, maladaptive perfectionism had a significant positive predictive effect on anxiety; (2) self-compassion can play a role in mediating the relationship between maladaptive perfectionism and anxiety; and (3) the mediating effect of self-compassion on anxiety in terms of maladaptive perfectionism was moderated by family support. The results of this study have important theoretical value and practical significance for improving first-year undergraduate students’ anxiety.

The phenomenon of empathy is an intersubjective process of feeling and a particular form of intentionality. Moral empathy refers to a type of empathy that can trigger moral action, with the embodied intersubjectivity laying the foundation for its emergence. This paper attempts to propose a comprehensive theoretical model of moral empathy from the perspective of intersubjective phenomenology, which includes the following. (1) The moral dimension of perceptual empathy: at the subpersonal, unconscious, and perceptual–motor level, embodied empathic practices are essential for the formation of moral consciousness and the emergence of moral empathy. (2) The moral dimension of situational empathy: following the development of shared attention mechanisms, children can direct towards the intentional objects of others through embodied situational cues to perceive the psychological state of others and generate the moral empathy of “ought”, leading to dyadic morality that promotes cooperative behavior. (3) The moral dimension of narrative empathy: the narrative practices of moral empathy refer to the processes by which children could perceive and understand the moral situation of characters within an embodied narrative structure, subsequently generate prosocial motives such as empathic concern, and then accept the “objective” moral norms of the group consciousness embedded in the narrative.