焦虑抑郁中学生的家庭环境和认知倾向

Family Environment and Cognitive Function of Middle School Students with Depression and Anxiety

目的:探讨中学生抑郁和焦虑患者家庭环境、认知倾向因素的相关性。方法采用家庭环境量表(FES)、认知倾向问卷(CAOT)对205名中学生抑郁、焦虑患者(研究组)及115名健康对照进行测查,比较两组差异,并进行相关和回归分析。结果:(1)家庭环境量表中研究组在亲密度、情感表达、成功性、知识性、娱乐性、道德观、组织性、控制性等八个因子方面得分明显低于健康对照组(t=2.34～7.26,P<0.05或0.01),其中差距最大的是亲密度因子(5.7±2.6/7.5±1.8),差距最小的是控制性因子(3.0±1.8/3.4±1.9);而研究组矛盾性得分(4.4±2.5)则明显高于健康对照组(3.2±2.2),差异具有统计学意义(t=4.88,P<0.05)。(2)认知倾向量表中乐观因子(8.2±3.2)得分明显低于对照组(12.2±2.1),差异具有统计学意义(t=13.63,P<0.01)。悲观因子分男性(7.2±2.2)高于女性(6.5±2.1),差异有统计学意义(t=5.76,P<0.01)。(3)抑郁、焦虑与乐观因子、家庭亲密度等因子呈负相关(r=-0.37～-0.59,P<0.01)。(4)多元逐步回归分析发现,乐观因子、亲密度、情感表达等与抑郁、焦虑的关系更为密切。结论:家庭环境、认知倾向与中学生焦虑抑郁情绪的产生有密切关系,其中认知倾向可能有更重要的作用。

Objective： To explore relations of family environment, cognitive appraisal orientation in middle school students with depression, anxiety. Methods： A total of 205 middle school students with depression or anxiety and 156 normal controls were surveyed in family environment scale and cognitive appraisal orientation test. Results： （ 1 ） The scores of middle school students with depression or anxiety were lower than the normal controls in Optimism, Cohesion, Expressiveness, Achievement （ t = 2. 34± 7.26, P 〈 0.05 or 0. 01 ） . The biggest difference were in Cohesion （ 5. 7 ± 2. 6/7.5 ± 1.8 ）, the smallest difference were in Control （ 3.0 ± 1.8/3.4 ± 1.9 ） . The scores of the study group were higher than the control in Conflict （ 4. 4 ± 2. 5/3.2 ± 2. 2, t = 4. 88, P 〈 0.05 ） . （ 2 ） There were gen- der difference in Pessimism between male （6.5±2.1） and female （7.2 ±2.2, t=5.76, P〈0.01）; （3） The study showed strong correlates between negative emotion and optimism, cohesion （ r = -0. 37 ～ -0. 59, P 〈0. 01 ） （4） Multi-regressive analysis found optimism, cohesion and expressiveness were major influential factors on depression and anxiety. Conclusions： Family environment and cognitive appraisal orientation were closely related to depression and anxiety in middle school students , and the latter may play more important role.