| 其他摘要 | In recent years, the depression of high school students has been widely concerned by educators. Studies have shown that rumination is one of the susceptibility factors of depression. With the development of positive psychology, scholars have found that mindfulness can effectively reduce rumination and relieve depression. Therefore, the mechanism and principle of how mindfulness reduces rumination and alleviates depression has become the focus of scholars’ research. The purpose of this study is to investigate the current situation of mindfulness, depression and rumination of Uygur senior high school students, and to explore the relationship between mindfulness, depression and rumination. It is expected that rumination as a mediating variable plays a mediating role between mindfulness and depression, and provides theoretical support for the follow-up to help Uygur senior high school students improve their mindfulness level, alleviate depression and improve rumination.
In terms of research tools, the Mindfulness Attention Awareness Scale (MASS), Ruminating Thinking Scale (RRS) and the Center for Epidemic Research Depression Scale (CES-D) were selected to distribute questionnaires to 680 Uyghur students in three high schools, senior two and senior three in Yecheng County, Kashgar, Xinjiang. A total of 522 valid questionnaires were received. The data were analyzed by spss software, and the model was built by Amos software to analyze the intermediary effect. The analysis results are as follows:
First, 46.20%(241/522) of Uygur high school students in this study detected depressive tendencies. Boys scored significantly higher than girls in depression(p<0.05),and girls scored higher in positive emotions(p<0.05). There was a significant grade difference in the positive emotional dimension (p<0.05), and the high school students showed a better emotional state. In addition to the two dimensions of positive emotions and interpersonal relationships, Uygur high school students in different places of residence showed significant differences in the total score of depression(p<0.01),depression (p<0.01)and somatic symptoms and activity retardation (p<0.01). Urban students are more depressed than rural students. The depression score of the only child was higher than that of the high school students with siblings (p<0.01).
Secondly, there are significant differences in the mindfulness level of Uygur high school students in gender(p<0.01), place of residence(p<0.01),and whether they are the only child (p<0.01). Compared with boys, girls show a higher level of mindfulness. Compared with students living in cities, rural high school students show a higher level of mindfulness. High school students with siblings have a higher level of mindfulness than high school students with only children.
Third, the rumination of Uygur high school students is at a medium level. In the measurement of rumination, except for the dimension of forced thinking, there were significant differences in the other dimensions(p<0.05), and non-only children showed lower rumination level.
Fourth, the mindfulness of Uygur high school students was negatively correlated with the total score of depression (p<0.01),depression (p<0.01),interpersonal (p<0.01), somatic symptoms and activity retardation (p<0.01), Mindfulness and rumination total score(p<0.01), reflective thinking(p<0.01), forced thinking(p<0.01), symptom rumination(p<0.01).
Fifth, rumination plays a partial mediating role in the process of mindfulness affecting depression.
The above research results show that high school students’ mindfulness, depression and rumination are worthy of attention. There is a correlation between mindfulness, depression and rumination. The lower the level of mindfulness of high school students, the higher the level of rumination, and the more serious the depression. Mindfulness affects depression through rumination. This study further enriches the research results of high school students’ depression, provides a theoretical basis for the follow-up study of high school students’ depression, and provides a further theoretical basis for the intervention of high school students’ depression and rumination. |
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