本文關(guān)鍵詞： 抑郁情緒 班級(jí)環(huán)境 歸因方式 初中生　出處：《青海師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：抑郁情緒一直是人們不良心理狀態(tài)的主要表現(xiàn)之一，也是研究者們爭(zhēng)相關(guān)注的焦點(diǎn)，它已被列入21世紀(jì)嚴(yán)重威脅人類健康的殺手名單。初中生正值青春發(fā)育的矛盾期，面對(duì)成人感與現(xiàn)實(shí)的激烈沖突，以及學(xué)業(yè)和人際關(guān)系帶來的負(fù)擔(dān)，壓力感倍增的初中生群體成為抑郁情緒滋生的首要人群。 本文以兩所學(xué)校初一至初三的學(xué)生作為被試，采用問卷調(diào)查法，了解目前被試的抑郁情緒狀況、所在班級(jí)環(huán)境以及個(gè)人的認(rèn)知?dú)w因方式，本研究主要從初中生所在學(xué)校班集體環(huán)境著手，在面對(duì)學(xué)業(yè)和日常同學(xué)交往時(shí)，學(xué)生本人對(duì)成敗作出的認(rèn)知評(píng)價(jià)其抑郁情緒的產(chǎn)生和發(fā)展。在此基礎(chǔ)上，著重探討三者之間的關(guān)系。通過研究得出如下結(jié)論： 1通過《流調(diào)中心用抑郁》（CES-D）描述了兩所學(xué)校初中學(xué)生的整體抑郁情緒現(xiàn)狀。發(fā)現(xiàn)抑郁檢出率普遍較高，存在性別、學(xué)校以及是否獨(dú)生子女方面的差異。 2通過《我的班級(jí)》量表描述了兩所中學(xué)初中學(xué)生的班級(jí)環(huán)境現(xiàn)狀，同時(shí)存在學(xué)校與民族間的差異。符合預(yù)期假設(shè)。 3通過《多項(xiàng)歸因》問卷描述了兩所學(xué)校初中生的歸因傾向，同時(shí)出現(xiàn)民族與校際之間的差異。符合預(yù)期假設(shè)。 4通過AMOS20.0分析了歸因方式的在班級(jí)環(huán)境與學(xué)生抑郁間的調(diào)節(jié)作用，，檢驗(yàn)出調(diào)節(jié)效應(yīng)不顯著。歸因方式對(duì)二者之間的關(guān)系的強(qiáng)弱并沒有起到調(diào)節(jié)作用。 5為了明晰班級(jí)環(huán)境與抑郁的邏輯關(guān)系，將歸因方式作為中介變量作中介效應(yīng)分析，結(jié)果為部分不完全中介效應(yīng)。在學(xué)業(yè)成就歸因方面，班級(jí)環(huán)境與抑郁情緒之間的中介作用明顯。
[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.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G444;G635.5

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