领悟社会支持在灾区大学生抑郁焦虑与心理控制源间的中介效应

发布时间：2017-12-26 22:04

本文关键词：领悟社会支持在灾区大学生抑郁焦虑与心理控制源间的中介效应　出处：《中国学校卫生》2014年05期 　论文类型：期刊论文

【摘要】：目的探讨灾区大学生领悟社会支持与心理控制源和抑郁、焦虑的关系,为维护和促进大学生心理健康提供参考依据。方法采用抑郁自评量表(SDS)、焦虑自评量表(SAS)、领悟社会支持量表(PSSS)、心理控制源量表(I-E),对灾区高校整群抽取的274名大学生进行问卷调查。结果在抑郁、焦虑得分上,不同年级、不同性别灾区大学生差异均有统计学意义(P值均0.05);就领悟社会支持而言,家庭支持、朋友支持、其他支持和社会支持总分,性别间差异均有统计学意义,朋友支持、社会支持总分,年级间差异均有统计学意义(P值均0.05)。抑郁、焦虑与心理控制源均呈正相关,与领悟社会支持总分及各因子均呈负相关(P值均0.05)。领悟社会支持在心理控制源对焦虑与抑郁的影响中起部分中介作用,中介效应分别占总效应的38.96%和41.18%。结论对灾区大学生心理控制源和领悟社会支持进行干预是减少和预防大学生抑郁、焦虑的有效途径。
[Abstract]:Objective to explore the relationship between perceived social support and locus of control and depression and anxiety in disaster area students, so as to provide references for maintaining and promoting mental health of college students. Methods self rating Depression Scale (SDS), self rating Anxiety Scale (SAS), perceived social support scale (PSSS) and locus of control scale (I-E) were used to conduct a questionnaire survey among 274 college students in the disaster area. Results the scores of depression and anxiety, different grades and different gender students in disaster area showed significant differences (P < 0.05); on the perceived social support, family support, friend support and other support and social support, gender differences were statistically significant, friend support and social support scores, grade differences were statistical significance (P 0.05). There was a positive correlation between depression and anxiety and psychological control sources, and negative correlation with the total scores and factors of perceived social support (P value was 0.05). Perceived social support plays a partial mediating role in the impact of psychological control sources on anxiety and depression, and mediator effects account for 38.96% and 41.18% of the total effect, respectively. Conclusion it is an effective way to reduce and prevent college students' depression and anxiety by intervening the psychological control source and understanding social support of the disaster stricken college students.
【作者单位】：绵阳师范学院教育科学学院;华中科技大学教育科学研究院;华中师范大学心理学院;四川师范大学教师教育学院;
【基金】：教育部人文社会科学研究青年基金项目(11YJC190036) 四川省教师教育研究中心重点资助项目(TER2008-005)
【分类号】：B844.2
【正文快照】： 抑郁是一种复合情绪,主要包含痛苦,并根据不同情况而合并诱发愤怒、悲伤、忧愁、自罪感、羞愧等情绪[1]。焦虑是人们受到威胁或处于危险情境中的退缩或逃避的行为,是一种潜在的无意识行为,是个体对当前或未来事件产生的一种紧张、烦躁、恐惧的情绪状态[2]。地震属于重大灾难事

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