Child, Youth, and Family Studies, University of Nebraska-Lincoln, Lincoln, Nebraska, USA.
Human Development and Family Sciences, University of Connecticut, Storrs, Connecticut, USA.
J Am Coll Health. 2023 Jul;71(5):1510-1521. doi: 10.1080/07448481.2021.1942007. Epub 2021 Jul 9.
To examine associations between risks and resources in predicting college students' depressive symptoms at the beginning of one semester and change over the semester. Participants were undergraduate students taking human development courses at one of 11 universities in the U.S. ( = 854). Survey data were collected at the beginning and end of the semester. Experiencing more direct abusive or neglectful adverse childhood experiences (ACEs), and attachment preoccupation were associated with higher depressive symptoms at the beginning of the semester. Conversely, greater mindful awareness and attachment security were associated with lower initial depressive symptoms. Experiences of ACEs were associated with increases in depressive symptoms, as were higher levels of attachment dismissiveness. Greater mindful acceptance was associated with decreases in depressive symptoms. In most analyses, resources did not moderate the associations between ACEs and depressive symptoms. Results may inform instructors and counselors in supporting students' well-being.
为了考察在预测一学期开始时大学生抑郁症状以及整个学期变化时，风险和资源之间的关联。参与者是在美国 11 所大学之一修读人类发展课程的本科生（ = 854）。在学期开始和结束时收集调查数据。经历更多直接的虐待或忽视的不良童年经历（ACEs），以及依恋专注与学期开始时更高的抑郁症状相关。相反，更高的正念意识和依恋安全性与较低的初始抑郁症状相关。ACEs 的经历与抑郁症状的增加有关，依恋轻视的程度越高也是如此。更大的正念接受与抑郁症状的减少有关。在大多数分析中，资源并没有调节 ACEs 和抑郁症状之间的关联。研究结果可能为教师和辅导员提供支持学生福祉的信息。
