本文選題：青少年 + 抑郁��； 參考：《現(xiàn)代預(yù)防醫(yī)學(xué)》2017年18期

【摘要】：目的了解青少年的抑郁狀況,探討學(xué)業(yè)歸因與交往歸因的不同模式對(duì)青少年抑郁的影響,為青少年抑郁的歸因訓(xùn)練方案設(shè)計(jì)提供理論依據(jù)。方法采用流調(diào)中心用抑郁量表(the Center for Epidemiological Studies Depression Scale,CES-D)、中學(xué)生學(xué)業(yè)歸因量表、中小學(xué)生交往歸因量表對(duì)山東某市初一至高三的492名青少年進(jìn)行調(diào)查,運(yùn)用SPSS17.0對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。結(jié)果高中生CES-D≥16分的比例高于初中生(χ2=9.201,P0.01);非獨(dú)生青少年CESD≥16分的比例高于獨(dú)生青少年(χ2=12.487,P0.001)�；貧w分析發(fā)現(xiàn),年級(jí)(OR=2.56)、交往成功的EUU歸因(OR=1.24)、交往失敗的IUU歸因(OR=1.44)、學(xué)業(yè)成功的ESU歸因(OR=1.14)、學(xué)業(yè)失敗的ISU歸因(OR=1.45)是青少年抑郁發(fā)生的危險(xiǎn)因素。結(jié)論影響青少年抑郁的關(guān)鍵領(lǐng)域不僅在于學(xué)業(yè),還在于交往。消極歸因是青少年抑郁的危險(xiǎn)因素。應(yīng)積極采取歸因訓(xùn)練的干預(yù)措施,以改善青少年的抑郁狀況。
[Abstract]:Objective to explore the effects of different patterns of academic attribution and communicative attribution on adolescent depression and to provide theoretical basis for the design of adolescent depression attribution training program. Methods the Center for Epidemiological Studies Depression scale (CES-D), the Middle School students' academic Attribution scale and the Primary and Middle School students' Association Attribution scale were used to investigate 492 adolescents from the first year to the third year in a certain city of Shandong Province. The data were statistically analyzed by SPSS 17.0. Results the proportion of CES-D 鈮，

本文編號(hào)：2104299