Faculty of Psychology, Southwest University.
Graduate School of Education, University of California, Berkeley.
Sch Psychol. 2020 Jul;35(4):267-276. doi: 10.1037/spq0000374.
The protective role of students' perceptions of school climate against mental health problems has been supported in previous research, yet relatively little is known about the mechanism underlying school climate's influence on Chinese youths' depressive symptoms. Guided by the process-person-context-time model, this study examined the mediating effect of psychological suzhi (a Chinese cultural construct comprising a hierarchical, integrated set of positive psychological qualities) on the longitudinal association between perceived school climate and depressive symptoms among Chinese adolescents. Students (N = 1,151; 52.2% boys; mean [M]age = 16.24, standard deviation [SD] = 0.70) from one Chinese high school participated in a 3-wave (each wave was 6 months apart) longitudinal study. Multilevel mediation models were used to analyze between- and within-person effects on the longitudinal association between perceived school climate and depressive symptoms. The results indicated that students who perceived a more positive school climate reported lower depressive symptoms than students who perceived a more negative school climate (between-person effect); however, students who perceived their school climate positively did not always directly report lower depressive symptoms across time (within-person effect). Psychological suzhi mediated the association between perceived school climate and depressive symptoms at both the between- and within-person levels. Students who perceived a more positive school climate had increased psychological suzhi, which, in turn, decreased their depressive symptoms. The findings provided implications for school-based mental health prevention services by highlighting the need for promoting both positive school climate and students' psychological suzhi. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
先前的研究表明，学生对学校氛围的认知对心理健康问题具有保护作用，但对于学校氛围影响中国青少年抑郁症状的机制知之甚少。本研究以过程-人-环境-时间模型为指导，考察了心理素养（一种包含多层次、整合的积极心理品质的中国文化建构）在感知学校氛围与中国青少年抑郁症状之间的纵向关联中的中介作用。来自中国一所高中的 1151 名学生（52.2%为男生；平均[M]年龄=16.24，标准差[SD]=0.70）参与了一项 3 波（每波相隔 6 个月）的纵向研究。多水平中介模型用于分析感知学校氛围与抑郁症状之间的纵向关联的个体间和个体内效应。结果表明，与感知到更消极学校氛围的学生相比，感知到更积极学校氛围的学生报告的抑郁症状更低（个体间效应）；然而，感知到积极学校氛围的学生并不总是在整个时间内直接报告较低的抑郁症状（个体内效应）。心理素养在感知学校氛围和抑郁症状之间的关联中同时在个体间和个体内水平上进行了中介。感知到更积极学校氛围的学生心理素养提高，从而降低了他们的抑郁症状。这些发现为基于学校的心理健康预防服务提供了启示，强调了需要同时促进积极的学校氛围和学生的心理素养。（PsycInfo 数据库记录（c）2020 APA，保留所有权利）。
