Kaufman Tessa M L, Lee Hae Yeon, Benner Aprile D, Yeager David S
University of Groningen.
University of Texas at Austin.
J Res Adolesc. 2020 Sep;30(3):769-786. doi: 10.1111/jora.12558. Epub 2020 May 9.
The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context.
本研究探讨了学校环境如何塑造关于改变潜力的信念（内隐理论）与社会逆境相互作用以预测抑郁症状的程度。一项使用来自美国25所高中的6237名九年级青少年数据的预先注册的多层次回归分析显示了一种三向交互作用：内隐理论仅在学校层面受害程度高的学校中调节了受害与抑郁症状之间的关联，而在受害程度低的学校中则没有。在高受害率的学校中，那些认为人无法改变（人格的实体理论）的青少年在遭受更频繁的受害时会更抑郁。因此，青少年内隐理论与心理健康的关联既取决于个人经历，也取决于环境中的规范。
