DASS-21 在中国学生中的应用：不变性检验和网络分析。
Application of DASS-21 in Chinese students: invariance testing and network analysis.
机构信息
Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China.
Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, China.
出版信息
BMC Public Health. 2024 Oct 23;24(1):2934. doi: 10.1186/s12889-024-20123-6.
BACKGROUND
The Depression Anxiety Stress Scale-21 Items (DASS-21) is commonly used to assess the mental health of students, but there is a need for further clarification regarding its equivalence, structure, and core items.
METHODS
We conducted a confirmatory factor analysis (CFA) on a sample of 7943 Chinese students to examine the performance of the DASS-21 and assess measurement invariance. Additionally, we utilized network analysis to investigate the structure and centrality of students' mental health.
RESULTS
Our findings revealed a stable three-factor structure for the DASS-21, characterized by high correlations among depression, anxiety, and stress. The DASS-21 demonstrated strict invariance across genders and weak invariance across levels of education. Network analysis indicated that symptoms of depression, anxiety, and stress form clusters, with some symptoms exhibiting strong correlations with each other.
CONCLUSION
Our study highlights a substantial interrelation among depression, anxiety, and stress, revealing a structurally clustered pattern. Network analysis underscores the interconnectedness and centrality of these symptoms, recommending a shorter version of the DASS, and emphasizing the imperative for targeted interventions aimed at improving the psychological well-being of students.
背景
抑郁焦虑压力量表-21 项（DASS-21）常用于评估学生的心理健康，但需要进一步明确其等效性、结构和核心项目。
方法
我们对 7943 名中国学生进行了验证性因子分析（CFA），以检验 DASS-21 的表现并评估测量不变性。此外，我们利用网络分析来研究学生心理健康的结构和中心性。
结果
我们的研究结果表明，DASS-21 具有稳定的三因素结构，抑郁、焦虑和压力之间存在高度相关性。DASS-21 在性别和教育水平上均表现出严格不变和弱不变。网络分析表明，抑郁、焦虑和压力的症状形成了集群，其中一些症状彼此之间存在强烈的相关性。
结论
我们的研究强调了抑郁、焦虑和压力之间的实质性相互关系，揭示了一种结构上聚类的模式。网络分析强调了这些症状的相互关联性和中心性，建议使用 DASS 的简短版本，并强调针对改善学生心理健康的有针对性干预措施的必要性。
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