Objective To explore the mediating effect of rumination between life events and learning value doubt among junior high school students,so as to provide reference for the psychological health education of junior high school students.Methods From March to July 2023,a total of 930 junior high school students from Guangdong,Jiangsu and Hebei were selected by a combination of convenient sampling methods.Participants completed the Scales of Value of Learning(SVL),Ruminative Response scale(RRS)and Adolescent Self-rating Life Events Checklist(ASLEC).The t-test and ANOVA were used for inter-group comparisons and Pearson correlation analysis was used for correlation analysis and bootstrap method was used for mediating effect test.Results The life events of junior middle school students were positively correlated with learning value doubt(r=0.18),rumination(r=0.65)and its three dimensions(brooding,reflective pondering,and symptom-focused rumination)(r=0.60,0.59,0.66).Learning value doubt was positively correlated with rumination(r=0.15)and its three dimensions(r=0.07,0.13,0.19)(P<0.05).The symptom-focused rumination(effect size=0.09,95%CI=0.06-0.11)and brooding(effect size=-0.07,95%CI=-0.09--0.04)dimensions partially mediated the relationship between life events and learning value doubt.In the two influential pathways,symptom-focused rumination exerts a stronger impact,and the difference was statistically significant(effect size=0.15,95%CI=0.11-0.20,excluding 0)(P<0.05).Conclusions Life events experienced by junior high school students can positively predict learning value doubt through symptom-focused rumination,and negatively predict learning value doubt through brooding.Active attention should be paid to the mental health status of junior high school students,intervene promptly when they experience life events,reduce symptom-based rumination,and improve their learning enthusiasm.

目的 探讨反刍思维在生活事件与初中生学习价值怀疑间的中介作用，为对初中生开展心理健康教育提供参考依据。方法 2023年3—7月，采用方便抽样方法抽取来自广东、江苏及河北的930名初中生，使用学习价值怀疑量表、反刍思维量表以及青少年生活事件量表进行问卷调查。采用t检验和方差分析进行组间比较，采用Pearson相关分析法进行相关性分析，采用Bootstrap方法进行中介效应检验。结果 初中生生活事件与学习价值怀疑(r=0.18)、反刍思维(r=0.65)以及3个维度(强迫思考、反省深思、症状反刍)(r值分别为0.60,0.59,0.66)均呈正相关；学习价值怀疑与反刍思维(r=0.15)以及3个维度(强迫思考、反省深思、症状反刍)(r值分别为0.07,0.13,0.19)均呈正相关(P值均<0.05)。反刍思维的症状反刍维度在生活事件与学习价值怀疑之间起部分中介作用(效应值为0.09,95%CI=0.06～0.11);反刍思维的强迫思考维度在生活事件与学习价值怀疑间起部分中介作用(效应值为-0.07,95%CI=-0.09～-0.04);在2条影响路径中，症状反刍的影响力更强，2条影响路径差异有统计学意义(效应值为0.15,95%CI=0.11～0.20,不包含0)(P值均<0.05)。结论 初中生生活事件既可以通过症状反刍正向预测学习价值怀疑，又可以通过强迫思考负向预测学习价值怀疑。应积极关注初中生的心理健康状态，在初中生经历生活事件时及时介入、减少基于症状的反刍，提高学习积极性。

中国科学院心理研究所自主部署项目(H21090)