Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (4): 497-503.doi: 10.16187/j.cnki.issn1001-4918.2018.04.14

Previous Articles     Next Articles

The Effect of Perceived Stress on College Students' Depression: Moderated Mediating Effect

YE Baojuan, ZHU Lijun, FANG Xiaoting, LIU Mingfan, WANG Kaikai, YANG Qiang   

  1. Center of Mental Health Education and Research, Preschool Education Research Center, School of Psychology, Jiangxi Key Laboratory of Psychology and Cognitive Science, Jiangxi Normal University, Nanchang 330022
  • Online:2018-07-15 Published:2018-07-15

PDF (PC)

Abstract: This study aimed to explored the effect of perceived stress on college students' depression. A total of 746 participants including freshman to senior students from 5 universities in the central region of China, completed perception stress scale, resilience scale, perceived social support scale and depression scale. The results indicated that:(1) Resilience stress played partial mediating role between perceived stress and college students' depression. (2) Perceived social support moderated this mediation effect. Perceived social support not only moderated the relationship between perceived stress and college students' depression, but also moderated the relationship between perceived stress and resilience. This study revealed that we could reduce college students' depression by decreasing college students' perceived stress, as well as improving resilience and perceived social support.

Key words: perceived stress, resilience, perceived social support, depression, college students

CLC Number: 

  • B844

Abela, J. R., Aydin, C. M., & Auerbach, R. P. (2007). Responses to depression in children:Reconceptualizing the relation among response styles. Journal of Abnormal Child Psychology, 35(6), 913-927.

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.

Collishaw, S., Goodman, R., Pickles, A., & Maughan, B. (2007). Modelling the contribution of changes in family life to time trends in adolescent conduct problems. Social Science & Medicine, 65(12), 2576.

Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale:The Connor-Davidson resilience scale (CD-RISC). Depression and Anxiety, 18(2), 76-82.

Dearing, E., & Hamilton, L. C. (2006). V. Contemporary advances and classic advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development, 71(3), 88-104.

Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. R. (2003). What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the united states on september 11th, 2001. Journal of Personality & Social Psychology,84(2), 365-376.

Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children:a building block for developmental psychopathology. Child Development, 55(1), 97-111.

Hodder, R. K., Daly, J., Freund, M., Bowman, J., Hazell, T., & Wiggers, J. (2011). A school-based resilience intervention to decrease tobacco, alcohol and marijuana use in high school students. BMC Public Health,11(1), 722.

Kemeny, M. E. (2003). The psychobiology of stress. Current Directions in Psychological Science, 12(4), 124-129.

Masten, A. S. (2001). Ordinary magic:Resilience processes in development. American Psychologist, 56(3), 227-238.

Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74-88). New York:Oxford University Press.

Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research:A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.

Radloff, L. S. (1977). The CES-D scale:A self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385-401.

Sood, A., Prasad, K., Schroeder, D., & Varkey, P. (2011). Stress management and resilience training among department of medicine faculty:a pilot randomized clinical trial. Journal of General Internal Medicine, 26(8), 858-61.

Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a Resilience Intervention to Enhance Coping Strategies and Protective Factors and Decrease Symptomatology. Journal of American College Health, 56(4), 445-453

Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality & Social Psychology, 86(2), 320-333.

Tugade, M. M., Fredrickson, B. L., & Barrett, L. F. (2004). Psychological resilience and positive emotional granularity:examining the benefits of positive emotions on coping and health. Journal of Personality, 72(6), 1161-1190.

World Health Organization (WHO). (2008). The global burden of disease:2004 update. Geneva, Switzerland:WHO Press.

Yu, X., & Zhang, J. (2007). Factor analysis and psychometric evaluation of the Connor-Davidson Resilience Scale (CD-RISC) with Chinese people. Social Behavior and Personality:An International Journal, 35(1), 19-30.

鲍振宙, 张卫, 李董平, 李丹黎, 王艳辉. (2013). 校园氛围与青少年学业成就的关系:一个有调节的中介模型. 心理发展与教育, 29(1), 61-70.

曹丛, 王美萍, 纪林芹, 魏星, 曹衍淼, 张文新. (2016). MAOA基因rs6323多态性与母亲支持性教养对青少年抑郁的交互作用:素质-压力假说与不同易感性假说的检验. 心理学报, 48(1), 22-35.

韩黎, 李茂发. (2014). 农村大学生抑郁与社会支持心理韧性的关系. 中国学校卫生, 35(3), 385-387.

蒋海飞, 刘海骅, 苗淼, 甘怡群. (2015). 生命意义感对大学新生日常烦心事和心理适应的影响. 心理科学, 38(1), 123-130.

姜乾金. (2001). 领悟社会支持量表. 中国行为医学科学,10(10),41-43.

李董平. (2012). 多重生态学风险因素与青少年社会适应:风险建模与作用机制研究(博士学位论文). 华南师范大学,广州.

李海垒. (2006). 受欺负儿童的心理韧性与抑郁, 焦虑的关系(硕士学位论文).山东师范大学,济南.

刘静霞, 王闯. (2016). 高职大学生压力知觉对其生活满意度的影响-韧性的中介作用. 集美大学学报, (1), 49-52.

刘晓华, 刘春琴, 田晓红, 邹桂元, 厉萍. (2015). 心理弹性在居民压力知觉与睡眠质量中介及调节作用. 中国公共卫生, 31(6), 793-796.

刘琰, 谭曦, 李扬, 徐芳, 张杰, 孔军辉. (2015). 大学生抑郁情绪现状及影响因素分析. 中华全科医学, 13(1), 91-93.

牛更枫, 郝恩河, 孙晓军, 周宗奎. (2013). 负性生活事件对大学生抑郁的影响:应对方式的中介作用和性别的调节作用. 中国临床心理学杂志, 21(6), 1022-1025.

潘燕峰. (2012). 高职高专学生心理韧性、压力知觉、积极情绪情感与心理健康的关系研究(硕士学位论文). 内蒙古师范大学,呼和浩特.

任志洪, 李献云, 赵陵波, 余香莲, 李政汉, 赖丽足, 等. (2016). 抑郁症网络化自助干预的效果及作用机制-以汉化MoodGYM为例. 心理学报, 48(7), 818-832.

任志洪, 江光荣, 叶一舵. (2011). 班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用. 心理科学, 34(5), 1106-1112.

孙静, 李伟. (2015). 心理韧性在社区老年人抑郁与社会支持关系间的中介效应研究. 中国全科医学, 18(7), 823-830.

王莹, 蒋兆楠, 李杰, 姜峰. (2014). 中职女生心理弹性在领悟社会支持与心理健康间的关系. 中国健康心理学杂志, 22(11), 1718-1721.

温忠麟, 侯杰泰, 马什.赫伯特. (2004). 结构方程模型检验:拟合指数与卡方准则. 心理学报, 36(2), 186-194.

温忠麟, 叶宝娟. (2014). 有调节的中介模型检验方法:竞争还是替补. 心理学报, 46(5), 714-726.

温忠麟, 叶宝娟. (2014). 中介效应分析:方法和模型发展. 心理科学进展,22(5), 731-745.

肖晶, 闫菁, 候文颖, 于萍. (2015). 大学生过度概括化自传体记忆与日常应激对抑郁症状影响的追踪研究. 中国临床心理学杂志, 23(5), 929-931.

谢俊, 严鸣. (2016). 积极应对还是逃避? 主动性人格对职场排斥与组织公民行为的影响机制. 心理学报, 46(10), 1314-1325.

严标宾, 郑雪. (2006). 大学生社会支持, 自尊和主观幸福感的关系研究. 心理发展与教育, 3(3), 60-64.

闫新慰. (2014). 压力知觉与青少年抑郁的关系(硕士学位论文). 陕西师范大学,西安.

杨廷忠, 黄汉腾. (2003). 社会转型中城市居民心理压力的流行病学研究. 中华流行病学杂志, 24(9), 760-764.

袁立新. (2016). 乐观主义对大学新生压力知觉与抑郁关系的调节作用. 广东第二师范学院学报, 36(2), 35-40.

赵景欣, 杨萍, 赵喜佳, 张文新. (2016). 早期青少年的同伴侵害与抑郁:自尊和性别的调节作用. 中国特殊教育, (1), 70-75.

张超. (2011). 青少年压力知觉, 孤独感和抑郁情绪关系研究(硕士学位论文). 曲阜师范大学,曲阜.

章婕, 吴振云, 方格, 李娟, 韩布新, 陈祉妍. (2010). 流调中心抑郁量表全国城市常模的建立.中国心理卫生杂志, 24(2), 139-143.

周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.

朱清, 范方, 郑裕鸿, 孙仕秀, 张露, 田卫卫. (2012). 心理弹性在负性生活事件和抑郁症状之间的中介和调节:以汶川地震后的青少年为例. 中国临床心理学杂志, 20(4), 514-517.
[1] XIAO Jialin, LIANG Kaixin, HUANG Liuyue, WANG Enna, HUANG Qiaomin, HE Yunhan, LU Baolin, CHI Xinli. The Cumulative Effects, Relationship Model, and the Effects of Specific Positive Development Assets in Reducing Adolescent Depression [J]. Psychological Development and Education, 2024, 40(2): 257-269.
[2] FAN Xianglin, CUI Yingjin. The Relationship between Objectified Body Consciousness and Restrained Eating Behavior among Female College Students: The Mediating Roles of Fear of Negative Appearance Evaluation and Sociocultural Pressure [J]. Psychological Development and Education, 2024, 40(1): 122-131.
[3] ZHANG Huiru, ZHANG Weida, FU Wangqian, DENG Min, PENG Suhao, LI Yu. The Influence of Loneliness on Creative Inclination: Mediating Role of Boredom and Anxiety [J]. Psychological Development and Education, 2024, 40(1): 132-141.
[4] YUAN Yuan, LIANG Zhoujian, ZHANG Li. Structural School Climate and Depression among Middle School Students: A Moderated Mediation Model of Social Support and Gender [J]. Psychological Development and Education, 2023, 39(6): 869-876.
[5] HE Can, WEI Hua, DING Qian, GUI Yong. The Influence of Parents’ Working through Information and Communication Technologies after Hours on Harsh Parenting: Mediating Effect of Anxiety/Depression and Moderating Effect of Perceived Supervisor Support [J]. Psychological Development and Education, 2023, 39(6): 903-912.
[6] HE Anming, ZHANG Yurui, HUI Qiuping. The Relationship between Gratitude and Social Well-being in College Students: The Mediating Role of Phubbing and the Moderating Role of Negative Life Events [J]. Psychological Development and Education, 2023, 39(4): 505-512.
[7] HU Yihao, XU Luyan, BIAN Xiaohua, ZHOU Ying, LIU Junsheng. Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression [J]. Psychological Development and Education, 2023, 39(4): 542-549.
[8] XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun. Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement [J]. Psychological Development and Education, 2023, 39(4): 568-579.
[9] LI Jinwen, BAI Rong, WANG Yumeng, LIU Xia. The Relationship between Developmental Trajectories of Adolescents’ Depression and Self-injury: A Two-year Longitudinal Study [J]. Psychological Development and Education, 2023, 39(3): 429-438.
[10] LU Minghui, WANG Rong, ZHANG Limin. Relationship between Parents’ Resilience and Emotional/Behavioral Problems in Children with ASD: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(2): 247-254.
[11] ZENG Zihao, PENG Liyi, ZHAN Lin, LIU Shuangjin, OUYANG Xiaoyou, DING Daoqun, LI Zhihua, HU Yiqiu, FANG Xiaoyi. The Effect of Childhood Maltreatment on College Students’ Depressive Symptoms: The Mediating Role of Subjective Well-being and the Moderation Role of Gene [J]. Psychological Development and Education, 2023, 39(2): 276-285.
[12] CAO Ruilin, MEI Songli, LIANG Leilei, LI Chuanen, ZHANG Ying. Relationship between Gratitude and Internet Addiction among College Students: The Mediating Role of Core Self-evaluation and Meaning in Life [J]. Psychological Development and Education, 2023, 39(2): 286-294.
[13] LI Xingkai, WU Junsheng, YAO Xiaotong, LIU Yingshan, REN Jie, CHEN Suiqing. The Relationship between Autistic and Intellectual Disabled Children's Behavior Problems and Parental Anxiety: The Mediating Role of Parenting Stress and the Moderating Role of Perceived Social Support [J]. Psychological Development and Education, 2023, 39(1): 77-84.
[14] JIANG Suo, DING Jinqi, LIU Yan, LU Yuanyuan, LI Xiaoqing, CHEN Jing. The Effect of Cyber-bullying/Cyber-victimization on Sleep Quality in Early Adolescence: A Serial Mediation Model of Social Anxiety and Depression Mood [J]. Psychological Development and Education, 2023, 39(1): 85-96.
[15] CHEN Zixun, LI Jinwen, WANG Yumeng, LIU Xia. The Relationship between Cumulative Environmental Risk and Non-suicidal Self-injury among College Students: The Effects of Emotion Regulation Strategies [J]. Psychological Development and Education, 2023, 39(1): 109-120.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd