大学生抑郁与应激源、认知评价、人格特征及社会支持的相关研究
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摘要
近年来，抑郁这种心理问题在正常人群中的发生率呈现不断增长的趋势(Holden，2000；Lynn，2002)。高校大学生作为社会的一个特殊的群体，由于个人、社会等多方面的原因，其抑郁倾向日趋严重，已引起社会的广泛关注。目前国内有关抑郁的研究并不少见，但大多数拘泥于临床抑郁患者的研究，对于抑郁大学生这一非临床群体的探讨则相对较少，这方面尤其缺乏系统的实证研究资料。
本研究采用贝克抑郁自评问卷、自编大学生应激源问卷、自动思维问卷、功能失调态度量表、艾森克人格问卷及社会支持量表，对西安地区四所高校的401名在校大学生进行了问卷测查，分析抑郁产生的社会心理因素，探讨应激源、认知评价、人格特征及社会支持与大学生抑郁的关系，进而提出预防和解除大学生抑郁症状的对策，为大学生心理健康教育及抑郁的诊断和治疗提供一定的理论基础。研究采用问卷调查、相关分析、回归分析、路径分析等方法。全部数据运用SPSS10.0软件包进行统计处理。本课题的结论为：
1、41.6％的大学生存在不同程度的抑郁(抑郁情绪、抑郁症状或临床抑郁症)，其中轻度抑郁占36.9％，重度抑郁占4.7％。在抑郁总体水平上无显著的性别、年级差异，但存在显著的学科与经济状况差异，文科大学生的抑郁水平显著高于工科大学生，贫困生的抑郁水平明显超过非贫困生。
2、应激源与抑郁存在着广泛的相关关系。大学生抑郁与学业及自我发展、人际关系方面的应激有更为密切的关系。
3、自动思维与功能失调态度是与抑郁显著相关的两种不同层次的负性认知，自动思维是基于功能失调态度之上的、和抑郁症状有直接联系的浅层认知。
4、人格的神经质、精神质两个维度与抑郁显著正相关，外倾维度与抑郁显著负相关。
5、社会支持与抑郁呈显著负相关，其中主观支持感低与抑郁的关系更紧密。
6、回归分析表明，抑郁受多种因素的直接或间接影响，是认知评价、人格、社会等诸多因素相互作用的结果，自动思维、人格特征、负性应激、社会支持都对抑郁有直接作用，其中认知评价和人格因素的影响作用最大。
Depression is one form of affective disorder that often occurs. The prevalence of this mental problem has been increasing in recent years. As a special social group, undergraduates have been paid more and more attention to their growing depression caused by individual and social factors. Many domestic researchers have studied on issues concerning the influencing factors, whereas few specific and systematic researches have been done among non-clinical samples, which probed into the degree and the mechanism of the disorder.
This paper is to conduct a survey on undergraduates' depression and make a detailed analysis on the social and psychological influencing factors, and study relations among stress, personality traits, cognitive appraisals, social support and depression, so as to find the way of preventing and removing and provide the theoretical basis for the mental health education, diagnosis and treatment of depression. Some of the instruments were adopted in this study, including Beck Depression Inventory, The Stress Rating Scale for College Students, Automatic Thoughts Questionnaire, Dysfunctional Attitude Scale, Eysenck Personality Questionnaire, and Social Support Scale. Basing on correlative analyses, regression analyses and path analyses, we draw some conclusions as follow:
1, 41.6% of the undergraduates suffer from depression to some degree, 36.9% of them are slightly depressed and 4.7% are severely depressed. There are no marked gender and grade differences, while differences resulting from subject and economic status can be seen. The BDI scores of the art students are significantly higher than that of the engineering students, and the scores of students whose family meet financial difficulty are significantly higher than that of the other students.
2 , There are wide correlations between stress and depression. The depression of the undergraduates is more closely related to their studying , self-development and interpersonal relationship.
3, Automatic thoughts and dysfunctional attitudes are two different level of cognitions which are significantly correlated with depression. The automatic thoughts are face cognitions based on dysfunctional attitudes and are directly correlated with
depressive symptoms.
4, Neuroticism and Psychoticism are significantly positively correlated with depression. Extroversion is significantly negatively correlated with depression.
5 , Social support is significantly negatively correlated with depression. Those who feel less social support subjectively are more likely to be depressed.
6, Regression analysis reveals that depression is influenced by several factors either directly or indirectly. It's the result of interaction of one's Cognition, personality, and social factors. Personality, cognition, negative stress and social support have direct conductions on development of depression, the influence of cognitive and personality is highest among them.
本研究采用贝克抑郁自评问卷、自编大学生应激源问卷、自动思维问卷、功能失调态度量表、艾森克人格问卷及社会支持量表，对西安地区四所高校的401名在校大学生进行了问卷测查，分析抑郁产生的社会心理因素，探讨应激源、认知评价、人格特征及社会支持与大学生抑郁的关系，进而提出预防和解除大学生抑郁症状的对策，为大学生心理健康教育及抑郁的诊断和治疗提供一定的理论基础。研究采用问卷调查、相关分析、回归分析、路径分析等方法。全部数据运用SPSS10.0软件包进行统计处理。本课题的结论为：
1、41.6％的大学生存在不同程度的抑郁(抑郁情绪、抑郁症状或临床抑郁症)，其中轻度抑郁占36.9％，重度抑郁占4.7％。在抑郁总体水平上无显著的性别、年级差异，但存在显著的学科与经济状况差异，文科大学生的抑郁水平显著高于工科大学生，贫困生的抑郁水平明显超过非贫困生。
2、应激源与抑郁存在着广泛的相关关系。大学生抑郁与学业及自我发展、人际关系方面的应激有更为密切的关系。
3、自动思维与功能失调态度是与抑郁显著相关的两种不同层次的负性认知，自动思维是基于功能失调态度之上的、和抑郁症状有直接联系的浅层认知。
4、人格的神经质、精神质两个维度与抑郁显著正相关，外倾维度与抑郁显著负相关。
5、社会支持与抑郁呈显著负相关，其中主观支持感低与抑郁的关系更紧密。
6、回归分析表明，抑郁受多种因素的直接或间接影响，是认知评价、人格、社会等诸多因素相互作用的结果，自动思维、人格特征、负性应激、社会支持都对抑郁有直接作用，其中认知评价和人格因素的影响作用最大。
Depression is one form of affective disorder that often occurs. The prevalence of this mental problem has been increasing in recent years. As a special social group, undergraduates have been paid more and more attention to their growing depression caused by individual and social factors. Many domestic researchers have studied on issues concerning the influencing factors, whereas few specific and systematic researches have been done among non-clinical samples, which probed into the degree and the mechanism of the disorder.
This paper is to conduct a survey on undergraduates' depression and make a detailed analysis on the social and psychological influencing factors, and study relations among stress, personality traits, cognitive appraisals, social support and depression, so as to find the way of preventing and removing and provide the theoretical basis for the mental health education, diagnosis and treatment of depression. Some of the instruments were adopted in this study, including Beck Depression Inventory, The Stress Rating Scale for College Students, Automatic Thoughts Questionnaire, Dysfunctional Attitude Scale, Eysenck Personality Questionnaire, and Social Support Scale. Basing on correlative analyses, regression analyses and path analyses, we draw some conclusions as follow:
1, 41.6% of the undergraduates suffer from depression to some degree, 36.9% of them are slightly depressed and 4.7% are severely depressed. There are no marked gender and grade differences, while differences resulting from subject and economic status can be seen. The BDI scores of the art students are significantly higher than that of the engineering students, and the scores of students whose family meet financial difficulty are significantly higher than that of the other students.
2 , There are wide correlations between stress and depression. The depression of the undergraduates is more closely related to their studying , self-development and interpersonal relationship.
3, Automatic thoughts and dysfunctional attitudes are two different level of cognitions which are significantly correlated with depression. The automatic thoughts are face cognitions based on dysfunctional attitudes and are directly correlated with
depressive symptoms.
4, Neuroticism and Psychoticism are significantly positively correlated with depression. Extroversion is significantly negatively correlated with depression.
5 , Social support is significantly negatively correlated with depression. Those who feel less social support subjectively are more likely to be depressed.
6, Regression analysis reveals that depression is influenced by several factors either directly or indirectly. It's the result of interaction of one's Cognition, personality, and social factors. Personality, cognition, negative stress and social support have direct conductions on development of depression, the influence of cognitive and personality is highest among them.
引文
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[2] Abramson.LY, Metalsky.G.I, AlloyLB, Hopelessness depression: a theory-based subtype of depression. Psychol Rev, 1989, 96, 358
[3] Angold A.Rutter M, Effects of age and pubertal status on depression in a large clinical sample. Developmental and Psychopathology. 1992, 4, 5-18.
[4] Arun V. Ravindran, Kimberly Matheson, Jenna Griffiths, Zul Merali, Stress, coping, uplifts, and quality of life in subtypes of depression: a conceptual frame and emerging data. Journal of Affective Disorders. 2002, 71, 121-130.
[5] Barnett, P. A, Gotlib, I. H, Psychosocial functioning and depression: Distinguishing antecedents, concomitants, and consequences. Psychological Bulletin, 1988, 104, 97-126.
[6] Beck,A.T, Depression: clinical, experimental, and theoretical aspects. NewYork: Hoeber, 1967.
[7] Beck,A.T, Cognitive therapy and the emotional disorders. NewYork: International Universities Press, 1976.
[8] Beck AT, Rush AJ,Shaw BF, et al:Cognitive Therapy of Depression. New York, Guilford, 1979.
[9] Beck.A.T, Cognitive therapy of depression: New perspectives. Treatment of depression: Old controversies and new approaches. NewYork: Raven Press. 1983, 265-290.
[10] Blackburn, I. M, Jones, S, Lewin,.R. J. P, Cognitive style in depression. British Journal of Clinical Psychology, 1986, 25, 241-251.
[11] Burton. R, Anatomic der Melancholic, Artemis, Zurich. women. Amer. J. sychiat. 1988, 152, 833-842.
[12] Chan DW, Depressive symptoms and depressed mood among Chinese medical students in HongKong. Psychiatry, 1991, 2, 170-180.
[13] Clark.D.A, Beck.A.T, Personality factors in dysphria: A psychometric refinement of Beck's Sociotropy-Autonomy Scale. Journal of Psychopathology and Behavioral
Assessment. 1991,13,369-388.
[14] Cooper.B, Die Rolle von Lebensereignissen bei der Arch. Gen. Psychiat. 1980,37, 529-535.
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