初中生反刍思维与生活事件和学习价值怀疑的关系

许静; 樊春雷; 王利刚; 陶婷; 高文斌

doi:10.16835/j.cnki.1000-9817.2024081

初中生反刍思维与生活事件和学习价值怀疑的关系

doi: 10.16835/j.cnki.1000-9817.2024081

许静^{1, 2},
樊春雷¹,
王利刚¹,
陶婷¹,
高文斌^1, ,

1.
中国科学院心理研究所，北京 100101
2.
中国科学院大学心理学系

基金项目:

中国科学院心理研究所自主部署项目 H21090

详细信息

作者简介:
许静(1978-)，女，江苏南京人，在读硕士，高级工程师，主要研究方向为心理健康与发展

通讯作者:
高文斌，E-mail：gaowb@psych.ac.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 R193
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- 被引次数: 0
出版历程
- 收稿日期: 2023-07-26
- 修回日期: 2024-01-08
- 网络出版日期: 2024-03-29
- 刊出日期: 2024-03-25

Relationship between ruminative thinking, life events and learning value doubt among junior high school students

XU Jing^{1, 2},
FAN Chunlei¹,
WANG Ligang¹,
TAO Ting¹,
GAO Wenbin^{1
, ,}

1.
Institute of Psychology, Chinese Academy of Sciences, Beijing (100101), China

摘要

摘要: 目的探讨反刍思维在生活事件与初中生学习价值怀疑间的中介作用，为对初中生开展心理健康教育提供参考依据。方法 2023年3—7月，采用方便抽样方法抽取来自广东、江苏及河北的930名初中生，使用学习价值怀疑量表、反刍思维量表以及青少年生活事件量表进行问卷调查。采用t检验和方差分析进行组间比较，采用Pearson相关分析法进行相关性分析，采用Bootstrap方法进行中介效应检验。结果初中生生活事件与学习价值怀疑(r=0.18)、反刍思维(r=0.65)以及3个维度(强迫思考、反省深思、症状反刍)(r值分别为0.60，0.59，0.66)均呈正相关；学习价值怀疑与反刍思维(r=0.15)以及3个维度(强迫思考、反省深思、症状反刍)(r值分别为0.07，0.13，0.19)均呈正相关(P值均＜0.05)。反刍思维的症状反刍维度在生活事件与学习价值怀疑之间起部分中介作用(效应值为0.09，95%CI=0.06~0.11)；反刍思维的强迫思考维度在生活事件与学习价值怀疑间起部分中介作用(效应值为-0.07，95%CI=-0.09~-0.04)；在2条影响路径中，症状反刍的影响力更强，2条影响路径差异有统计学意义(效应值为0.15，95%CI=0.11~0.20，不包含0)(P值均＜0.05)。结论初中生生活事件既可以通过症状反刍正向预测学习价值怀疑，又可以通过强迫思考负向预测学习价值怀疑。应积极关注初中生的心理健康状态，在初中生经历生活事件时及时介入、减少基于症状的反刍，提高学习积极性。
- 反刍思维 /
- 生活变动事件 /
- 学习 /
- 精神卫生 /
- 学生
Abstract: Objective To explore the mediating effect of rumination between life events and learning value doubt among junior high school students, so as to provide reference for the psychological health education of junior high school students. Methods From March to July 2023, a total of 930 junior high school students from Guangdong, Jiangsu and Hebei were selected by a combination of convenient sampling methods. Participants completed the Scales of Value of Learning (SVL), Ruminative Response scale (RRS) and Adolescent Self-rating Life Events Checklist (ASLEC). The t-test and ANOVA were used for inter-group comparisons and Pearson correlation analysis was used for correlation analysis and bootstrap method was used for mediating effect test. Results The life events of junior middle school students were positively correlated with learning value doubt (r=0.18), rumination (r=0.65) and its three dimensions (brooding, reflective pondering, and symptom-focused rumination) (r=0.60, 0.59, 0.66). Learning value doubt was positively correlated with rumination (r=0.15) and its three dimensions (r=0.07, 0.13, 0.19) (P < 0.05).The symptom-focused rumination (effect size=0.09, 95%CI=0.06-0.11) and brooding (effect size=-0.07, 95%CI=-0.09--0.04) dimensions partially mediated the relationship between life events and learning value doubt. In the two influential pathways, symptom-focused rumination exerts a stronger impact, and the difference was statistically significant (effect size=0.15, 95%CI=0.11-0.20, excluding 0) (P < 0.05). Conclusions Life events experienced by junior high school students can positively predict learning value doubt through symptom-focused rumination, and negatively predict learning value doubt through brooding. Active attention should be paid to the mental health status of junior high school students, intervene promptly when they experience life events, reduce symptom-based rumination, and improve their learning enthusiasm.
- Rumination thinking /
- Life change events /
- Learning /
- Mental health /
- Students
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图 1 初中生生活事件、学习价值怀疑与反刍思维各维度的中介效应模型

Figure 1. Mediation effect model of life events, learning value doubt and the dimensions of rumination among junior high school students

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表 1 初中生生活事件、学习价值怀疑与反刍思维及其各维度的相关性分析(n=930，r值)

Table 1. Correlation analysis of life events, learning value doubt and rumination and its dimensions among junior high school students(n=930, r)

变量	生活事件	症状反刍	强迫思考	反省深思	反刍思维
症状反刍	0.66^**
强迫思考	0.60^**	0.88^**
反省深思	0.59^**	0.87^**	0.84^**
反刍思维	0.65^**	0.98^**	0.94	0.93^**
学习价值怀疑	0.18^**	0.19^**	0.07^*	0.13^**	0.15^**
注： P＜0.05，*P＜0.01。

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