摘要
为探讨专业认同、学业情绪与大学生抑郁之间的关系,采用大学生专业认同问卷、青少年学业情绪问卷与抑郁自评量表对329名大学生进行调查。结果发现:(1)专业认同对大学生抑郁有显著负向预测作用;(2)专业认同对积极学业情绪均有显著正向预测作用,但只对消极低唤醒学业情绪有显著负向预测作用;(3)在专业认同对抑郁的影响中,积极低唤醒与消极低唤醒学业情绪起到完全中介作用。结果表明,专业认同对大学生抑郁的影响实际上是一种"温水煮青蛙"效应。
To explore the relationships among major identity,academic emotions and university students’depression,a total of 329 subjects completed the College Students’Speciality Identity Questionnaire,the Adolescent Academic Emotions Questionnaire,and the Self-Rating Depression Scale.Results showed that:1)major identity negatively predicated depression in university students;2)major identity positively predicated the positive academic emotions,but only negatively predicated negative-low arousal academic emotion;3)positive-low arousal and negative-low arousal academic emotions played full mediating roles between major identity and university students’depression.Therefore,it can be concluded that the influence of major identity on university students’depression is a kind of boiling frog effect by its nature.
作者
纪凌开
刘华山
李晨璐
JI Lingkai;LIU Huashan;LI Chenlu(Institute of Education,Hubei University,Wuhan 430062;School of Psychology,Central China Normal University,Wuhan 430079)
出处
《心理与行为研究》
CSSCI
北大核心
2020年第6期833-838,共6页
Studies of Psychology and Behavior
基金
湖北省教育厅人文社会科学研究重点项目(170005)
湖北省教育规划课题(2015GB028)。
关键词
抑郁
专业认同
学业情绪
大学生
depression
major identity
academic emotions
university student.
