学龄儿童失调态度在应激与抑郁间的作用：一项多波段追踪研究

摘要/Abstract

摘要： 通过对3年级和7年级学龄儿童的追踪研究,探讨儿童群体中Beck抑郁理论认知易感因素在应激事件与抑郁症状间的作用。对追踪数据的多层线性模型和多层结构方程模型分析发现,作为Beck抑郁理论中认知易感因素的失调态度在3年级儿童中既没有显著的中介作用也没有显著的调节作用,而在7年级儿童中虽然失调态度仍然没有显著的调节作用,但却有显著的中介作用。研究结果可能初步揭示了失调态度在应激事件与抑郁症状关系中的发展性特征,这一发现对在儿童群体中实施抑郁的有效干预将具有较为重要的启示意义。

关键词: Beck抑郁理论, 失调态度, 多层线性模型, 多层结构方程模型, 学龄儿童

Abstract: To explore the role of cognitive vulnerability factors in Beck's depression theory on the relationship between stress and depression by a multi-wave longitudinal study of 3^th grade and 7^th grade children. The hierarchical linear modeling analysis showed that dysfunctional attitude couldn't moderate the relationship between stress and the change of depressive symptoms in both 3th grade students sample and 7th grade students sample significantly. The multilevel structure equation model analysis discovered that dysfunctional attitude of cognitive factors couldn't mediate the relationship between stress life events and depressive symptom significantly in third-grade students' sample, but it could significantly mediate the relationship of stress and depressive symptoms in seventh-grade students' sample. The results might suggest that: (1) Beck's cognitive theory, in which dysfunctional attitude significantly moderating the relationship between stress and the change of depression, may not be hold in Chinese children; (2) The mediating mode hypothesis of cognitive vulnerability to depression, in which the cognitive vulnerability factors mediate the relationship of stress and the change of depression, may not be hold in younger children, but it may be hold in older children.

Key words: Beck’s cognitive theory, Dysfunctional attitude, hierarchical linear model, multilevel structure equation model, children

中图分类号:

B844.2

吴文峰, 卢永彪, 陈世英. 学龄儿童失调态度在应激与抑郁间的作用：一项多波段追踪研究[J]. 心理发展与教育, 2013, 29(2): 183-191.

WU Wen-feng, LU Yong-biao, CHEN Shi-ying. The Role of Dysfunctional Attitude on the Relationship between Stress and Depression in School-age Children：A Multi-wave Longitudinal Study[J]. Psychological Development and Education, 2013, 29(2): 183-191.

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