高中生的个人规划与抑郁的关系：性别的调节作用

摘要/Abstract

摘要： 以1261名高一和高三青少年为被试,采用个人规划问卷和抑郁量表,考察了高中生对未来教育、职业和婚姻/家庭领域的个人规划(探索和投入)与抑郁之间的关系,以及性别在其中的调节作用。研究发现:(1)高中生的个人规划对抑郁的预测具有领域特殊性:教育探索和投入可以显著负向预测抑郁,婚姻/家庭探索显著正向预测抑郁、婚姻/家庭投入显著负向预测抑郁,职业探索和投入均不能预测抑郁;(2)性别能调节婚姻/家庭探索与抑郁之间的关系:女生对婚姻/家庭的探索水平越高,其抑郁水平越高,男生对婚姻/家庭的探索则不能预测其抑郁。

关键词: 高中生, 个人规划, 探索, 投入, 抑郁

Abstract: A sample of 1261 Chinese adolescents from the tenth and twelfth grades were employed to complete two self-report questionnaires, including a Chinese modified version of Personal Planning Questionnaire and the Center for Epidemiologic Studies Depression Scale(CES-D). The indicators of adolescents' personal planning were exploration and commitment related to three life domains, i.e. future education, occupation, and marriage/family. This study explored the associations between senior high school students' personal planning and their depression, and the moderating effect of gender on the associations. The main findings were as follows:(1) In the domain of education, the level of the senior high school students' personal planning(exploration and commitment) negatively predicted the level of depression; In marriage/family domain, the level of exploration positively predicted the level of depression, and the level of commitment negatively predicted depression. However, the level of the senior high school students' personal planning concerning future occupation was not associated with depression.(2) Gender moderated the relation between the exploration related to future marriage/family and depression. Further analysis indicated that for female students, the higher level of exploration concerning future marriage/family they perceived, the higher level of depression they reported, while no association was observed among males.

Key words: senior high school students, planning, exploration, commitment, depression

中图分类号:

B844.2

于凤杰, 赵景欣, 张文新. 高中生的个人规划与抑郁的关系：性别的调节作用[J]. 心理发展与教育, 2013, 29(1): 79-85.

YU Feng-jie, ZHAO Jing-xin, ZHANG Wen-xin. The Relations Between Personal Planning and Depression in Senior High School Students：The Moderating Effect of Gender[J]. Psychological Development and Education, 2013, 29(1): 79-85.

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