初中生抑郁情绪与班级环境、归因方式的相关研究

发布时间：2018-01-28 14:17

本文关键词： 抑郁情绪班级环境归因方式初中生　出处：《青海师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：抑郁情绪一直是人们不良心理状态的主要表现之一，也是研究者们争相关注的焦点，它已被列入21世纪严重威胁人类健康的杀手名单。初中生正值青春发育的矛盾期，面对成人感与现实的激烈冲突，以及学业和人际关系带来的负担，压力感倍增的初中生群体成为抑郁情绪滋生的首要人群。本文以两所学校初一至初三的学生作为被试，采用问卷调查法，了解目前被试的抑郁情绪状况、所在班级环境以及个人的认知归因方式，本研究主要从初中生所在学校班集体环境着手，在面对学业和日常同学交往时，学生本人对成败作出的认知评价其抑郁情绪的产生和发展。在此基础上，着重探讨三者之间的关系。通过研究得出如下结论： 1通过《流调中心用抑郁》（CES-D）描述了两所学校初中学生的整体抑郁情绪现状。发现抑郁检出率普遍较高，存在性别、学校以及是否独生子女方面的差异。 2通过《我的班级》量表描述了两所中学初中学生的班级环境现状，同时存在学校与民族间的差异。符合预期假设。 3通过《多项归因》问卷描述了两所学校初中生的归因倾向，同时出现民族与校际之间的差异。符合预期假设。 4通过AMOS20.0分析了归因方式的在班级环境与学生抑郁间的调节作用，，检验出调节效应不显著。归因方式对二者之间的关系的强弱并没有起到调节作用。 5为了明晰班级环境与抑郁的逻辑关系，将归因方式作为中介变量作中介效应分析，结果为部分不完全中介效应。在学业成就归因方面，班级环境与抑郁情绪之间的中介作用明显。
[Abstract]:Depression has always been one of the main manifestations of people's bad psychological state, but also the focus of attention by researchers. In 21th century, it has been listed as a serious threat to human health. Junior high school students are in the conflict period of youth development, facing the intense conflict between adult feeling and reality, as well as the burden of academic and interpersonal relationships. The group of junior high school students with a multiplying sense of stress became the first group to breed depression. This paper takes the students from the first to the third grade in two schools as the subjects, and uses the questionnaire method to understand the depression mood, the class environment and the individual cognitive attribution style of the subjects. This study mainly from the junior high school class collective environment, in the face of academic and daily students contact, the students themselves on the success or failure of the cognitive evaluation of the emergence and development of their depression on this basis. The conclusions are as follows: 1 the depression was described by CES-Din the middle school students in two schools. It was found that the prevalence rate of depression was high and the gender was existed. Differences in schools and whether they are only children. (2) the present situation of the middle school students' class environment is described by "my Class > scale, and the difference between the school and the nation exists, which is in line with the expected hypothesis." (3) the attribution tendency of junior high school students in two schools was described by "multiple Attribution" questionnaire, and there were differences between ethnic groups and schools, which was in line with the expected hypothesis. (4) the adjustment effect of attribution style between class environment and students' depression was analyzed by AMOS20.0. The results show that the moderating effect is not significant. Attribution style has no effect on the relationship between them. (5) in order to clarify the logical relationship between class environment and depression, the attribution style was used as an intermediary variable to analyze the intermediary effect, the result was partial incomplete intermediary effect, and in the aspect of academic achievement attribution. The mediating effect between class environment and depression was obvious.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G444;G635.5

【参考文献】