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

XU Jing; FAN Chunlei; WANG Ligang; TAO Ting; GAO Wenbin

doi:10.16835/j.cnki.1000-9817.2024081

Volume 45 Issue 3

Mar. 2024

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Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2024 > 45(3): 384-387

XU Jing, FAN Chunlei, WANG Ligang, TAO Ting, GAO Wenbin. Relationship between ruminative thinking, life events and learning value doubt among junior high school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(3): 384-387. doi: 10.16835/j.cnki.1000-9817.2024081

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XU Jing, FAN Chunlei, WANG Ligang, TAO Ting, GAO Wenbin. Relationship between ruminative thinking, life events and learning value doubt among junior high school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(3): 384-387. doi: 10.16835/j.cnki.1000-9817.2024081

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

doi: 10.16835/j.cnki.1000-9817.2024081

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

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

Received Date: 2023-07-26
Rev Recd Date: 2024-01-08

Available Online: 2024-03-29

Publish Date: 2024-03-25

Abstract

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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References(23)

References

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