本文選題：情緒　切入點：社會支持　出處：《中國學校衛(wèi)生》2017年08期

【摘要】：目的了解大學生領(lǐng)悟社會支持與抑郁之間的關(guān)系及情緒調(diào)節(jié)方式在其中的中介作用,為維護和促進大學生心理健康提供理論依據(jù)。方法采用領(lǐng)悟社會支持量表、自評抑郁量表和GROSS情緒調(diào)節(jié)方式問卷,對整群抽取的湛江市某所高校1 080名大學生進行測查。結(jié)果大學生女生領(lǐng)悟社會支持和抑郁得分(5.21±0.88,1.95±0.34)均高于男生(5.05±0.92,1.89±0.36)(t值分別為-4.52,-3.99,P值均0.01);城市學生的抑郁得分(1.95±0.35)高于農(nóng)村學生(1.92±0.34),文科生抑郁得分(1.96±0.34)高于理科生(1.91±0.34)(t值分別為2.15,-3.47,P值均0.05);不同人口統(tǒng)計學特征大學生情緒調(diào)節(jié)策略的差異均有統(tǒng)計學意義(P值均0.05)。大學生領(lǐng)悟社會支持與認知重評策略呈正相關(guān)(r=0.22,P0.01),與抑郁水平、表達抑制策略呈負相關(guān)(r值分別為-0.38,-0.10,P值均0.05);大學生抑郁水平與認知重評呈負相關(guān)(r=-0.25,P0.01),與表達抑制呈正相關(guān)(r=0.10,P0.05)。大學生認知重評在領(lǐng)悟社會支持與抑郁之間具有中介效應,表達抑制在領(lǐng)悟社會支持與抑郁間無中介作用。結(jié)論大學生認知重評策略的使用在領(lǐng)悟社會支持和抑郁之間起中介作用。
[Abstract]:Objective to understand the relationship between perceived social support and depression and the mediating role of mood regulation in college students, and to provide theoretical basis for maintaining and promoting college students' mental health.Methods the perceived social support scale, self-rating depression scale and GROSS emotional regulation style questionnaire were used to investigate 1080 college students in Zhanjiang city.There were significant differences in emotion regulation strategies among college students with different demographic characteristics (P < 0.05).The cognitive reassessment of college students has a mediating effect between perceived social support and depression, while expression inhibition has no intermediary effect between perceived social support and depression.Conclusion the use of cognitive reassessment strategies plays an intermediary role between perceived social support and depression.
【作者單位】： 嶺南師范學院教育科學學院心理系;
【基金】：廣東省哲學社會科學項目(GD14CXL01) 嶺南師范學院2013年博士啟動項目(ZL1314) 廣東省創(chuàng)新強校工程項目(2016GXJK097);廣東省創(chuàng)新強校工程項目(2016WSYS001)
【分類號】：G444;R749.4

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