<p>The present study explored the impact of self–compassion writing on improving self–compassion and reducing internalizing problems among adolescents, as well as the moderating effect of cognitive reappraisal. A total of 114 adolescents were randomly assigned by class to either writing or control conditions for a two-week group self-compassion writing intervention. The participants were also categorized into high or low reappraisal groups based on their cognitive reappraisal scores. Self-reported measures of internalizing problems and self-compassion were collected at the beginning (baseline), immediately after the intervention (posttest), and at the 1-month and 3-month follow-ups. The results showed that participants in the writing condition reported higher self-compassion at the posttest, and reduced internalizing problems at the posttest and the 1-month follow-up compared to their baseline scores. In contrast, no significant changes were observed in the control condition’s internalizing problems and self-compassion across the baseline and subsequent assessments. Notably, the low reappraisal group experienced a reduction in internalizing problems only at the posttest, whereas the high reappraisal group demonstrated sustained decreases in internalizing problems at the posttest and at both follow-up points compared to their baseline. These findings suggest that self-compassion writing provides short-term benefits in improving adolescents’ self-compassion and has longer-lasting effects in reducing internalizing problems. Moreover, the ability to engage in cognitive reappraisal appears to extend the beneficial effects of self-compassion writing over time.&#xa0;</p>