大学生学业成就归因对抑郁的影响:专业认同和个人成长主动性的链式中介作用

The Effect of Collage Student’s Academic Achievement Attribution on Depression: A Chain Mediation of Professional Identity and Personal Growth Initiative

目的:考察大学生学业成就归因对抑郁的影响,并探讨专业认同和个人成长主动性的链式中介作用。方法:采用学业成就归因量表、个人成长主动性量表、大学生专业认同问卷和流调中心抑郁量表,对566名大学生进行调查。结果:① 大学生学业成就归因能显著正向预测抑郁;② 专业认同和个人成长主动性在学业成就归因和抑郁之间起双重中介作用;③ 专业认同和个人成长主动性在学业成就归因和抑郁之间起链式中介作用。结论:个体的学业成就归因可以通过增加专业认同度和个人成长主动性来降低抑郁水平。

Objective: To investigate the influence of academic achievement attribution on depression in col-lege students and explore the chain mediating effects of professional identity and personal growth initiative. Methods: A total of 566 college students were investigated by using the academic Achievement Attribution Scale, Personal Growth Initiative Scale, College Students Professional Identity Questionnaire and the Central Depression Scale. Results: ① Academic achievement attribution can positively predict depression in college students;② professional identity and personal growth initiative play a double mediating role between academic achievement attribution and depression;③ professional identity and personal growth initiative play a chain mediating role between academic achievement attribution and depression. Conclusion: Individual academic achievement attribution can reduce depression levels by increasing professional identification and personal growth initiative.