高中生学习成绩与抑郁症状的关系:一个有调节的中介模型  

Academic Achievement and Depressive Symptoms:a Moderated Mediation Model

作　　者：张良[1] 陈亮[1] 纪林芹[1] 张文新[1] 

机构地区：[1]山东师范大学心理学院,济南250014

出　　处：《中国临床心理学杂志》2017年第3期494-497,501,共5页Chinese Journal of Clinical Psychology

基　　金：国家自然科学基金项目(31671156;31271105);国家社会科学基金教育学一般课题(BBA140048)

摘　　要：目的:考查意志控制在学习成绩经由学业自我概念影响抑郁症状的中介过程中的调节作用。方法:以594名高中生为被试,分别以儿童自我知觉量表、青少年早期气质问卷修订版、儿童抑郁调查表测量学业自我概念、意志控制、抑郁症状,以期末考试成绩作为学习成绩指标。结果:(1)抑郁与学习成绩、学业自我概念、意志控制负相关;(2)意志控制不调节学习成绩对学业自我概念的影响,但调节学业自我概念对抑郁症状的影响;(3)变量间关系无性别差异。结论:在学习成绩经由学业自我概念影响青少年抑郁症状的中介过程中,意志控制对低学业自我概念对抑郁症状的影响起缓冲作用。Objective： The present study aimed to investigate the moderating role of effortful control in the mediating process that academic achievement affects depressive symptoms via academic self-concept. Methods： Totally 594 tenth graders were（308 males; mean age= 16.17＋0.35 years） recruited from eleven high schools in Jinan, China. Records of grades on Chinese, Math, and English of the participants were obtained from school administration. Academic achievement was indicated by averaged within-class standardized scores across subjects. Academic self-concept, effortful control, and depressive symptoms were assessed respectively by using the Self-Perception Profile for Children, the Early Adolescent Temperament Questionnaire, and the Children Depression Inventory. Results： （1）depressive symptoms negatively correlated with academic achievement, academic self-concept, and effortful control; （2）effortful control did not moderate the relation between academic achievement and academic self-concept, but moderated the relation between academic self-concept and depressive symptoms; （3）no gender difference was found in the relation among the studied variables. Conclusion： In the mediating process that academic achievement affects depressive symptoms via academic self-concept, effortful control buffers effect of low academic self-concept on depressive symptoms.

关 键 词：学习成绩 自我概念 意志控制 抑郁症状 

分 类 号：R395.2[哲学宗教—心理学]