Castro Torres Mario Eduardo, Vargas-Piérola Pablo Marcelo, Layme Mamani Aarón Marco, Murillo Toro Andrea Katerine, Ribera Domínguez Aneydith, Pinto Carlos F
Psychology Department, Universidad San Francisco Xavier, Sucre Casilla 212, Bolivia.
Independent Researcher, Calle Ladislao Cabrera 482, Sucre 00591, Bolivia.
Eur J Investig Health Psychol Educ. 2025 May 15;15(5):83. doi: 10.3390/ejihpe15050083.
This study examines how bonding social capital (BSC) is related to depression symptoms (Dsym) in university students, focusing on the mediating roles of socio-emotional support, instrumental support, self-efficacy, self-esteem, and academic stress. A cross-sectional design was employed, with data collected from 217 undergraduate students (from an initial sample of 250) using validated questionnaires. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to evaluate direct and indirect relationships. The key findings indicate that BSC has an indirect, relevant, and significant negative effect on Dsym (H5) (β = -0.201, 95% CI [-0.266, -0.216]) through six routes, involving enhanced self-esteem and reduced academic stress. The model highlights self-esteem as a critical mediator between social capital and mental health outcomes. With strong predictive validity (R ≥ 0.1, Q > 0, PLS-SEM RMSE < LM), the study provides a framework for potential interventions. The theoretical contributions include distinguishing social capital from support and prioritizing self-esteem over self-efficacy in depressive pathways. Although the cross-sectional design limits causal inferences, the model advances systemic approaches to student mental health, highlighting the need for longitudinal validation in diverse contexts.
本研究探讨了大学生的联结型社会资本（BSC）与抑郁症状（Dsym）之间的关系，重点关注社会情感支持、工具性支持、自我效能感、自尊和学业压力的中介作用。采用横断面设计，使用经过验证的问卷从217名本科生（初始样本为250名）中收集数据。使用偏最小二乘结构方程模型（PLS-SEM）分析数据，以评估直接和间接关系。主要研究结果表明，联结型社会资本通过六条途径对抑郁症状产生间接、相关且显著的负面影响（H5）（β = -0.201，95%置信区间[-0.266，-0.216]），这些途径包括增强自尊和减轻学业压力。该模型突出了自尊在社会资本与心理健康结果之间的关键中介作用。由于具有较强的预测效度（R≥0.1，Q>0，PLS-SEM均方根误差<均方根残差），本研究为潜在干预措施提供了一个框架。理论贡献包括将社会资本与支持区分开来，并在抑郁途径中优先考虑自尊而非自我效能感。尽管横断面设计限制了因果推断，但该模型推进了学生心理健康的系统方法，强调了在不同背景下进行纵向验证的必要性。
