从中学到大学：反刍思维在教育阶段的研究演进
From High School to College: A Longitudinal Research Review on Rumination in Educational Stages

反刍式思考是指经历了负性事件后，个体对事件、自身消极情绪状态及其可能产生的原因和后果进行反复、被动的思考，近似于时下热词“精神内耗”，作为一种认知，它对情绪有着重要影响。本研究聚焦高中生和大学生这两个处于人生关键过渡阶段的典型学生群体，针对他们遭遇负性事件易陷入单向思维、过度思考的特点，深入探究反刍思维从中学至大学阶段的演进。通过整合理论解释与中外文献，剖析反刍思维与心理健康的内在联系，综合对比两阶段，梳理其发展规律，点明诸如童年经历、社交融入等影响因素，研究发现中学阶段反刍思维受童年经历等因素影响显著，大学阶段则与社交融入、学业-职业转换压力紧密相关，进而探讨学业转型、社交融入等环境因素诱发的反刍思维新态势。
Ruminative thinking refers to the phenomenon that after experiencing negative events, an individual repeatedly and passively contemplates the events, his own negative emotional states, and their possible causes and consequences. Similar to the current buzzword “mental rumination”, as a kind of cognition, it also has an important impact on emotions. Focusing on high school and college students, two typical student groups in the critical transition stage of life, this study explores the evolution of ruminative thinking from secondary school to the college stage in-depth, targeting their tendency to fall into unidirectional thinking and overthinking in response to negative events. By integrating theoretical explanations and Chinese and foreign literature, we analyze the intrinsic connection between rumination and mental health, comprehensively compare the two stages, sort out their developmental patterns, and point out the influencing factors, such as childhood experiences and social integration, etc. We find that ruminative thinking in secondary school is significantly affected by childhood experiences and other factors, while in the university stage, rumination is closely related to social integration and academic-vocational transition pressure, and then we explore how ruminative thinking can be induced by academic transitions and social integration. In this way, we can explore the new situation of rumination induced by environmental factors such as academic transition and social integration.