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教师关怀行为对高中生抑郁的影响：情绪调节策略的纵向中介作用
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Abstract:
为探究教师关怀行为对高中生抑郁的长期影响，以及情绪调节策略在教师关怀行为与高中生抑郁之间的纵向中介作用，采用教师关怀行为量表、情绪调节量表以及抑郁量表对四川省某中学高一学生进行为期半年的两次追踪调查，两次施测共收集有效数据523份。结果表明：1) T1教师关怀行为能够显著负向预测T2高中生抑郁；2) 在同一时间点上，认知重评和表达抑制在教师关怀行为和高中生抑郁之间发挥中介作用；3) 在不同的时间点上，认知重评和表达抑制的中介作用仍成立，表明认知重评和表达抑制的中介作用具有跨时间的稳定性。结论：教师关怀行为不仅直接能够直接预测高中生抑郁，还能通过情绪调节策略对高中生抑郁产生间接影响。
In order to further explore the longitudinal associations between teacher’s caring behavior and depression of senior high school students, as well as the longitudinal mediating effect of emotional regulation strategies, a longitudinal study was conducted. All students were recruited from one middle school in Sichuan province. At last, total 523 senior high school students completed measures of teacher’s caring behavior, depression and emotional regulation strategies at baseline and half a year later. The results indicated that: 1) Teachers’ caring behavior significantly negatively predicted subsequent depression of senior high school students; 2) Cognitive reappraisal and expressive suppression mediated the relationship between teachers’ caring behavior and senior high school students’ depression at the same time; 3) And the mediating effect of Cognitive reappraisal and expressive suppression was stable at different time. These results show that Teacher’s caring behavior can not only directly affect depression of senior high school students, but indirectly affect depression of senior high school students through cognitive reappraisal and expressive suppression across time.
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