学业要求对高中生抑郁的影响： 一个有调节的中介模型
文献类型：学位论文
| 作者 | 江小艳 |
| 答辩日期 | 2021-12 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 陈毅文 |
| 关键词 | 学业要求 学习倦怠 成长型思维模式 抑郁 高中生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Effect of Academic Demands on Depression of Senior High School Students: A Moderating Mediating Model |
| 中文摘要 | AbstractSenior high school students face the college entrance examination and spend most of their time in learning activities to improve their academic performance and expand their college enrollment opportunities. Most high school students are only children, who carry the high educational expectations of their parents and elders. As a result, high school students are experiencing multiple high levels of academic demands. Long-term uninterrupted learning consumes the physical and psychological costs of students, and easily causes them to suffer from study burnout, which in turn leads to depression or other mental health problems. Survey data suggest that Chinese high school students have poor mental health, and the incidence of depression is not only higher than other age groups, but also higher than teenagers in other countries. Therefore, in order to seek protective factors to promote students' academic and psychological adjustment, this current study used the Job Demands-Resources model as a theoretical framework, integrated the growth mindset as a personal resource, to explore the impact of academic demands on depression of senior high school students in the school context, and to examine the mediating role of study burnout and the moderating role of growth mindset. Although previous studies have clarified the application of JD-R model in school context from both theoretical and empirical aspects, few studies have investigated the moderation mechanism of the whole process of health damage in JD-R model. For the first time, this present study integrates the growth mindset as a personal resource into the JD-R model in the school context , and examines the moderation mechanism of "academic demands→study burnout→depression".In this study, a questionnaire survey was conducted among senior high school students in three different types of schools in Leiyang, Hunan Province. Taking the Academic Demands Scale, the Adolescent Student Burnout Inventory, the Growth Mindset Scale and the Center for Epidemiological Studies Depression Scale as research tools, the demography of gender, age, school, grade and parental education were investigated. Totally, 1303 valid questionnaires were collected. Statistical analysis of valid data, the results are obtained as follows:1. In this study, high school students' perceived academic demands and growth mindset are at a medium-high level. Study burnout is at a slightly lower level. The mean of depression has reached mild levels.2. Academic demands are significantly different among different genders, ages, grades and fathers' educational level. The growth mindset has significant differences among different genders, ages, schools and grades. Study burnout varies significantly among different genders and different schools. Depression differs significantly between different genders and different grades.3. Academic demands, study burnout and depression showed significant and positive associations in pairs; the growth mindset showed significant and negative associations with academic demands, study burnout and depression.4. The academic demands of high school students significantly positively predict their depression.5. Study burnout in high school students is a complete mediator between academic demands and depression.6. The growth mindset significantly moderated the second half of the path of "academic demands→study burnout→depression". that is, compared with the students with high growth mindset, the indirect predictive effect of academic demands on depression through study burnout is greater for the students with low growth mindset.This current study verifies and expands the application of JD-R model in school context: in the health damage process, study burnout is a complete mediator linking academic demands and depression of high school students, and the growth mindset is a positive individual difference factor that moderates this association. High school students’ growth mindset can be used as a protective factor to reduce their depression during the process of health damage. Therefore, it calls on schools to design and implement positive intervention measures aimed at cultivating students' growth mindset. Growth mindset in this study has moderated the relationship between study burnout and depression, which opened up a new ideas for the theoretical research of JD-R model in the school context. That is the important contribution of this research. |
| 英文摘要 | 摘 要高中学生面临高考，为了提高学习成绩、扩大大学入学机会，他们绝大部分时间都花在学习上。现在大部分高中生都是独生子女，他们承载着父母长辈极高的教育期望。因此，高中生正在经历多方面高水平的学业要求。长时间不间断的学习，消耗着学生的身体和心理成本，容易使他们产生学习倦怠，进而导致其抑郁状况或其他心理健康问题。调查数据提示，中国高中生心理健康状况不佳，抑郁的发生率既高于其他年龄段人群，也高于其他国家的青少年。因此，为了寻求促进学生学业和心理调整的保护因素，本研究以JD-R模型为理论框架，把成长型思维模式作为个人资源纳入到JD-R模型中，探索学业要求对高中生抑郁的影响，并考察学习倦怠在其中的中介作用，以及成长型思维模式在其中的调节作用。尽管以往的研究从理论和实证两方面明确了JD-R模型在学校环境中的应用，但很少有研究考察JD-R模型中整个健康损害过程的调节机制。本研究首次将成长型思维模式作为个人资源整合到学校环境中的JD-R模型，考察了“学业要求→学习倦怠→抑郁”的调节机制。本研究使用问卷调查法，对湖南省耒阳市3所不同类型学校的高中生进行了调查，以学业要求量表、青少年学习倦怠量表、成长型思维模式量表和流调用抑郁量表作为研究工具，并对性别、年龄、学校、年级、父母教育程度方面的人口学进行了调查，共收回有效问卷1303份。对有效数据进行统计分析，得出结果如下：1、本研究中，高中生感知到的学业要求、成长型思维模式都处于中等偏高水平；学习倦怠处于中等稍下水平；抑郁均值达到轻度水平。2、学业要求在不同性别、不同年龄、不同年级以及父亲教育程度之间均差异显著。成长型思维模式在不同性别、不同年龄、不同学校和不同年级之间均差异显著。学习倦怠在不同性别、不同学校之间差异显著。抑郁在不同性别、不同年级之间差异显著。3、学业要求、学习倦怠和抑郁呈现两两显著正相关；成长型思维模式与学业要求、学习倦怠和抑郁均呈现显著负相关。4、高中生的学业要求显著正向预测其抑郁。5、高中生的学习倦怠在学业要求和抑郁之间起完全中介的作用。6、成长型思维模式显著调节了“学业要求→学习倦怠→抑郁”的后半段路径。即与高成长型思维模式的学生相比，低成长型思维模式学生的学业要求通过学习倦怠对抑郁的间接预测作用更大。本研究验证并扩展了JD-R模型在学校环境中的应用：在健康损害过程中，学习倦怠是学业要求和高中生抑郁的完全中介，而成长型思维模式是调节这种关系的积极个体差异因素。高中学生的成长型思维模式可以作为一个保护因素，减少他们在健康损害过程中的抑郁情绪。因此，呼吁学校设计和实施旨在培养学生成长型思维模式的积极干预措施。成长型思维模式在本研究中调节了学习倦怠与抑郁之间的关系为JD-R模型在学校环境中的理论研究打开了新的思路，这是本研究的重要贡献所在。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45282]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 江小艳. 学业要求对高中生抑郁的影响： 一个有调节的中介模型[D]. 中国科学院心理研究所. 中国科学院大学. 2021. |
入库方式： OAI收割
来源：心理研究所
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