Liu Hailun, Fu Lili, Liang Xianqi, Zhang Junhua, Zhang Li, Zhai Youhua, Zhao Jiayi
School of Education and Science, Yancheng Teachers University, Yancheng, 224002, China.
Jiangsu Provincial University Key Lab of Child Cognitive Development and Mental Health, Yancheng Teachers University, No. 50 Kaifang Ave. Tinghu district, Yancheng, 224002, Jiangsu, China.
BMC Psychol. 2025 Jun 6;13(1):623. doi: 10.1186/s40359-025-02945-0.
This study examines the mechanisms linking parental psychological control and depressive symptomatology among Chinese junior middle school students, focusing on the mediating role of psychological resilience and the moderating role of school climate.
A questionnaire survey was conducted among 1991 middle school students using a depressive symptomatology scale, the psychological control sub-questionnaire, the Chinese version of the Connor-Davidson Resilience Scale, and the Perceived School Climate Scale. Data analysis included descriptive statistics, correlation analysis, and tests of the moderated mediation model.
(1) parental psychological control positively predicts depressive symptomatology (β = 0.34, p < 0.001), with psychological resilience mediating this relationship (β = 0.02, 95% Bootstrap CI= [0.01, 0.04]); (2) in the mediation model, school climate moderates the first and second half pathways (β = -0.03, 95% Bootstrap CI= [-0.07, -0.00]; β = -0.08, 95% Bootstrap CI= [-0.11, -0.05]) and the mediating effect. Specifically, under a high-level school climate, the effect of parental psychological control on psychological resilience, and the effect of psychological resilience on depressive symptomatology were significantly stronger than those in a low-level school climate. The indirect effect of psychological resilience was also stronger in a high-level than a low-level school climate (Contrast = 0.03, 95% CI [0.01, 0.05]. Psychological resilience could not moderate the psychological control-depressive symptomatology relationship.
Parental psychological control indirectly affects depressive symptomatology through psychological resilience, with school climate moderating the mediating effect. The findings show how family and school environments, along with individual traits, collectively influence adolescents' depressive symptomatology. The study has the following application implications. Interventions such as the resilience-building program and the mindfulness program could improve parents' educational styles and students' psychological resilience respectively. Educators can strengthen school climate through learning guidance and game activities and so on. Courses such as teacher training should incorporate methods of family-school collaboration. Further longitudinal studies could explore the development of the relationships between the main variables. Objective measurements could also be incorporated for more accurate measurement.
本研究探讨中国初中生中父母心理控制与抑郁症状之间的联系机制，重点关注心理韧性的中介作用和学校氛围的调节作用。
使用抑郁症状量表、心理控制子问卷、中文版康纳-戴维森韧性量表和感知学校氛围量表对1991名中学生进行问卷调查。数据分析包括描述性统计、相关性分析和调节中介模型检验。
（1）父母心理控制正向预测抑郁症状（β = 0.34，p < 0.001），心理韧性在这一关系中起中介作用（β = 0.02，95% 偏差校正Bootstrap置信区间 = [0.01, 0.04]）；（2）在中介模型中，学校氛围调节前半段和后半段路径（β = -0.03，95% 偏差校正Bootstrap置信区间 = [-0.07, -0.00]；β = -0.08，95% 偏差校正Bootstrap置信区间 = [-0.11, -0.05]）以及中介效应。具体而言，在高水平学校氛围下，父母心理控制对心理韧性的影响以及心理韧性对抑郁症状的影响显著强于低水平学校氛围。高水平学校氛围下心理韧性的间接效应也强于低水平学校氛围（对比 = 0.03，95% 置信区间 [0.01, 0.05]）。心理韧性无法调节心理控制与抑郁症状之间的关系。
父母心理控制通过心理韧性间接影响抑郁症状，学校氛围调节中介效应。研究结果表明家庭和学校环境以及个体特质如何共同影响青少年的抑郁症状。本研究具有以下应用启示。诸如韧性培养计划和正念计划等干预措施可分别改善父母的教育方式和学生的心理韧性。教育工作者可通过学习指导和游戏活动等加强学校氛围。诸如教师培训等课程应纳入家校合作方法。进一步的纵向研究可探索主要变量之间关系的发展。也可纳入客观测量以进行更准确的测量。
