大学生人际自立特质与抑郁的关系：人际应对的中介作用

摘要/Abstract

摘要： 人际自立与抑郁关系的系列研究显示，人际自立特质可以抵御抑郁。本次研究进一步假设人际自立特质可以通过人际应对的中介作用来抵御作为人际应激反应的抑郁。为了检验这一假设，采用青少年学生人际自立量表、流调用抑郁自评量表和大学生人际关系压力应对方式问卷对重庆、甘肃三所大学362名有效被试进行了调查，相关和结构方程模型分析的结果显示，在控制了性别、年龄、专业后：（1）人际自立的5个特质与积极应对显著正相关，与消极应对和抑郁显著负相关；（2）人际独立、人际主动和人际责任能直接负向预测抑郁；（3）消极应对在人际开放和人际责任与抑郁之间起到中介作用。研究结果部分支持了研究假设，提示人际自立特质可以通过人际应对的中介作用来影响抑郁。

关键词: 人际自立, 抑郁, 人际应对, 大学生

Abstract: Prior study suggested interpersonal self-support traits could negatively predict depression. Hence, in current study, we further hypothesize that the interpersonal self-support traits against depression is mediated by interpersonal coping. In order to test this hypothesis, the Interpersonal Self-Support Scale for Adolescent Students, Epidemiological Survey Depression Scale and Interpersonal Stress-coping Inventory were used in a sample of 362 undergrad-uate students. Results from the poortial correlation and structural equation modeling analyses revealed that even after controlling the gender, age, and major (1) the five traits of interpersonal self-support were positively related to positive coping style and were negatively associated with negative coping style and depression, (2) interpersonal independence, interpersonal initiative and interpersonal responsibility directly predicted depression, (3) the negative coping style played a mediating role in the relationship between interpersonal openness, interpersonal responsibility and depression. Thus, the hypothesized relational model was partly supported. In other words. interpersonal self-support traits resist depression through the mediating effect of negatiue intevpersonal coping.

Key words: interpersonal self-support, depression, interpersonal coping, undergraduate students

中图分类号:

B844.3

张冉冉, 夏凌翔, 陈永. 大学生人际自立特质与抑郁的关系：人际应对的中介作用[J]. 心理发展与教育, 2014, 30(2): 193-199.

ZHANG Ran-ran, XIA Ling-xiang, CHEN Yong. The Relationship Between Interpersonal Self-support Traits and Depression Among Undergraduate Students：The Mediating Role of Inerpersonal Coping[J]. Psychological Development and Education, 2014, 30(2): 193-199.

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