目的:本研究的目的是探究成长型思维影响高三学生抑郁水平的内部作用机制,尤其是学习方法在二者之间的中介作用和焦虑的调节作用,希望给一线教师提供一定的实践指导。方法:2022年12月,以方便取样方式,以北京昌平某所学校的高三学生为考...目的:本研究的目的是探究成长型思维影响高三学生抑郁水平的内部作用机制,尤其是学习方法在二者之间的中介作用和焦虑的调节作用,希望给一线教师提供一定的实践指导。方法:2022年12月,以方便取样方式,以北京昌平某所学校的高三学生为考察对象。采用病人健康问卷抑郁量表、广泛性焦虑量表、成长型思维量表和中学生学习方法测验量表,对某中学180名高三学生进行问卷调查,分析成长型思维对高三学生抑郁情绪的影响,并考察学习方法的中介作用和焦虑的调节作用。结果:1) 学习方法在成长型思维和抑郁之间起到中介的作用;2) 焦虑在学习方法对抑郁产生影响的路径上存在调节作用,即当学生处于高焦虑水平时,学习方法越好,抑郁水平越高;当学生处于低焦虑水平时,学习方法预测抑郁的作用不显著。结论:该研究结果提示,教育工作者可以通过促进学生发展成长型思维,加强有效的学习方法,并适当帮助学生缓解压力,从而帮助高三学生减少抑郁情绪。Objective: This study aims to investigate the internal mechanism of action of growth mindset on the depression level of seniors, especially the mediating role of study methods between the two and the moderating role of anxiety. Methods: In December 2022, a convenience sample of senior students from a school in Changping, Beijing, was used for the study. A questionnaire survey was conducted on 180 senior high school students in a middle school using the Patient Health Questionnaire De-pression Scale (PHQ-9), Generalized Anxiety Inventory (GAD-7), Growth Mindset Inventory, and Learning Approaches Test Scale. This study analyzed the impact of a growth mindset on the depressive emotions of senior high school students, and examined the mediating role of learning methods and the moderating effect of anxiety. Results: 1) Study methods played a mediating role between growth mindset and depression;2) There was a moderating role of anxiety in the pathway of the effect of study methods on depression, i.e., when students are at high anxiety levels, the better the study methods, the higher the level of depression;when students are at low anxiety levels, the role of study methods in predicting depression is not significant. Conclusions: The results of this study suggested that educators could help seniors reduce depression by promoting the development of a growth mindset, enhancing effective learning methods, and helping students relieve stress.展开更多
文摘目的:本研究的目的是探究成长型思维影响高三学生抑郁水平的内部作用机制,尤其是学习方法在二者之间的中介作用和焦虑的调节作用,希望给一线教师提供一定的实践指导。方法:2022年12月,以方便取样方式,以北京昌平某所学校的高三学生为考察对象。采用病人健康问卷抑郁量表、广泛性焦虑量表、成长型思维量表和中学生学习方法测验量表,对某中学180名高三学生进行问卷调查,分析成长型思维对高三学生抑郁情绪的影响,并考察学习方法的中介作用和焦虑的调节作用。结果:1) 学习方法在成长型思维和抑郁之间起到中介的作用;2) 焦虑在学习方法对抑郁产生影响的路径上存在调节作用,即当学生处于高焦虑水平时,学习方法越好,抑郁水平越高;当学生处于低焦虑水平时,学习方法预测抑郁的作用不显著。结论:该研究结果提示,教育工作者可以通过促进学生发展成长型思维,加强有效的学习方法,并适当帮助学生缓解压力,从而帮助高三学生减少抑郁情绪。Objective: This study aims to investigate the internal mechanism of action of growth mindset on the depression level of seniors, especially the mediating role of study methods between the two and the moderating role of anxiety. Methods: In December 2022, a convenience sample of senior students from a school in Changping, Beijing, was used for the study. A questionnaire survey was conducted on 180 senior high school students in a middle school using the Patient Health Questionnaire De-pression Scale (PHQ-9), Generalized Anxiety Inventory (GAD-7), Growth Mindset Inventory, and Learning Approaches Test Scale. This study analyzed the impact of a growth mindset on the depressive emotions of senior high school students, and examined the mediating role of learning methods and the moderating effect of anxiety. Results: 1) Study methods played a mediating role between growth mindset and depression;2) There was a moderating role of anxiety in the pathway of the effect of study methods on depression, i.e., when students are at high anxiety levels, the better the study methods, the higher the level of depression;when students are at low anxiety levels, the role of study methods in predicting depression is not significant. Conclusions: The results of this study suggested that educators could help seniors reduce depression by promoting the development of a growth mindset, enhancing effective learning methods, and helping students relieve stress.
