Objective: To explore the influence of teachers’ work-family conflict on children’s depression, the mediating role of teachers’ depression and the moderating role of teachers’ mental health literacy. Methods: A total of 613 teachers and their children(10-15 years old) were tested with the Work-family conflict scale, the Chinese version of the depression scale in the center and the Mental health literacy scale. Results:(1)Work-family conflict, teachers’ depression and children’s depression were significantly positively correlated, and teachers’ mental health literacy was significantly negatively correlated with their work-family conflict, teachers’ depression and children’s depression.(2)Teachers’ depression played a partial mediating role in work-family conflict and children’s depression. Teachers’ mental health literacy played a moderating role in work-family conflict on teachers’ depression and teachers’ depression on their children depression.Conclusion: Teachers’ work-family conflict affects their children’s depression through teachers’ depression, and a high level of teachers’ mental health literacy will weaken the negative impact of work-family conflict on teachers’ depression and children’s depression.

目的:探讨教师工作家庭冲突对其子女抑郁的影响以及教师抑郁的中介作用和教师心理健康素养的调节作用。方法:采用工作家庭冲突量表、流调中心抑郁量表中文简版、心理健康素养量表对613名教师及其子女(10-15岁)进行测查。结果:(1)工作家庭冲突、教师抑郁、子女抑郁显著正相关,教师心理健康素养与工作家庭冲突、教师抑郁、子女抑郁显著负相关。(2)教师抑郁在工作家庭冲突和子女抑郁间起部分中介作用,教师心理健康素养在工作家庭冲突对教师抑郁、教师抑郁对其子女抑郁两条路径中均具有调节作用。结论:教师工作家庭冲突通过自身抑郁影响其子女抑郁,并且高水平的教师心理健康素养可以削弱工作家庭冲突对教师抑郁、子女抑郁间不利的影响。

中国教育科学研究院中央级公益性科研院所基本科研业务费专项资金青年项目“校园欺凌治理视阈下家校共育机制体制的实证研究(GYD2020007)”