| 其他摘要 | AbstractSenior high school students face the college entrance examination and spend most of their time in learning activities to improve their academic performance and expand their college enrollment opportunities. Most high school students are only children, who carry the high educational expectations of their parents and elders. As a result, high school students are experiencing multiple high levels of academic demands. Long-term uninterrupted learning consumes the physical and psychological costs of students, and easily causes them to suffer from study burnout, which in turn leads to depression or other mental health problems. Survey data suggest that Chinese high school students have poor mental health, and the incidence of depression is not only higher than other age groups, but also higher than teenagers in other countries. Therefore, in order to seek protective factors to promote students' academic and psychological adjustment, this current study used the Job Demands-Resources model as a theoretical framework, integrated the growth mindset as a personal resource, to explore the impact of academic demands on depression of senior high school students in the school context, and to examine the mediating role of study burnout and the moderating role of growth mindset. Although previous studies have clarified the application of JD-R model in school context from both theoretical and empirical aspects, few studies have investigated the moderation mechanism of the whole process of health damage in JD-R model. For the first time, this present study integrates the growth mindset as a personal resource into the JD-R model in the school context , and examines the moderation mechanism of "academic demands→study burnout→depression".In this study, a questionnaire survey was conducted among senior high school students in three different types of schools in Leiyang, Hunan Province. Taking the Academic Demands Scale, the Adolescent Student Burnout Inventory, the Growth Mindset Scale and the Center for Epidemiological Studies Depression Scale as research tools, the demography of gender, age, school, grade and parental education were investigated. Totally, 1303 valid questionnaires were collected. Statistical analysis of valid data, the results are obtained as follows:1. In this study, high school students' perceived academic demands and growth mindset are at a medium-high level. Study burnout is at a slightly lower level. The mean of depression has reached mild levels.2. Academic demands are significantly different among different genders, ages, grades and fathers' educational level. The growth mindset has significant differences among different genders, ages, schools and grades. Study burnout varies significantly among different genders and different schools. Depression differs significantly between different genders and different grades.3. Academic demands, study burnout and depression showed significant and positive associations in pairs; the growth mindset showed significant and negative associations with academic demands, study burnout and depression.4. The academic demands of high school students significantly positively predict their depression.5. Study burnout in high school students is a complete mediator between academic demands and depression.6. The growth mindset significantly moderated the second half of the path of "academic demands→study burnout→depression". that is, compared with the students with high growth mindset, the indirect predictive effect of academic demands on depression through study burnout is greater for the students with low growth mindset.This current study verifies and expands the application of JD-R model in school context: in the health damage process, study burnout is a complete mediator linking academic demands and depression of high school students, and the growth mindset is a positive individual difference factor that moderates this association. High school students’ growth mindset can be used as a protective factor to reduce their depression during the process of health damage. Therefore, it calls on schools to design and implement positive intervention measures aimed at cultivating students' growth mindset. Growth mindset in this study has moderated the relationship between study burnout and depression, which opened up a new ideas for the theoretical research of JD-R model in the school context. That is the important contribution of this research. |
修改评论