%0 Journal Article
%T 学生学习满意度对抑郁程度的影响：成就动机的中介作用
The Impact of Learning Satisfaction of Students on Depression Levels: The Mediating Role of Achievement Motivation
%A 马自强
%J Advances in Psychology
%P 61-69
%@ 2160-7281
%D 2025
%I Hans Publishing
%R 10.12677/ap.2025.155270
%X 为探究学生学习满意度、成就动机、抑郁程度三者间的关系，本研究运用衡量学习满意度、成就动机、抑郁程度的量表收集了中国314名学生的有效数据，并基于SPSS软件和Mplus软件通过构建结构方程模型分析学习满意度、成就动机与抑郁程度间的关系。结果显示：(1) 学生学习满意度对学生的抑郁程度产生负向影响(β = −0.481, P < 0.001)；(2) 学生学习满意度对学生的成就动机产生正向影响(β = 0.954, P < 0.001)；(3) 学生成就动机对学生的抑郁程度产生负向影响(β = −0.528, P < 0.001)；(4) 成就动机在学习满意度对抑郁程度的影响中具有中介作用。研究发现，学生学习满意度和成就动机是导致学生群体抑郁的重要因素，为此要关注学生学习满意度和成就动机的变化，重视学生的心理健康问题。
In order to investigate the relationships among learning satisfaction of students, achievement motivation, and depression level, effective data were collected from 314 students in China by using scales measuring learning satisfaction, achievement motivation, and depression level, and the relationship among learning satisfaction, achievement motivation, and depression level was analyzed by constructing structural equation model based on SPSS software and Mplus software. Results shows that: (1) Learning satisfaction of students has a negative effect on depression level (β = −0.481, P < 0.001); (2) Learning satisfaction of students has a positive effect on achievement motivation (β = 0.954, P < 0.001); (3) Achievement motivation of students has a negative effect on depression level (β = −0.528, P < 0.001); (4) Achievement motivation has a mediating effect in the impact of academic satisfaction on the level of depression. This study finds that learning satisfaction and achievement motivation of students are important factors leading to depression among students; for this reason, it is necessary to pay attention to the changes of learning satisfaction and achievement motivation of students, and to focus on mental health problems of students.
%K 学习满意度，
%K 成就动机，
%K 抑郁程度，
%K 中介效应
Learning Satisfaction
%K Achievement Motivation
%K Degree of Depression
%K Mediating Effect
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=113965