journal1 ›› 2016, Vol. 24 ›› Issue (6): 635-637.DOI: 10.11852/zgetbjzz2016-24-06-24

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Relationship between high school students' negative life events,cognitive emotion regulation and depression.

ZHAO Lian-jun,WU Guo-lan,GE Wei,LI Zhao-jun,LI Jing.   

  1. The Fifth Hospital of Tangshan City,Tangshan,Hebei 063000,China
  • Received:2015-10-19 Online:2016-06-10 Published:2016-06-10
  • Contact: WU Guo-lan,



  1. 唐山市第五医院,河北 唐山 063000
  • 通讯作者: 吴国兰,
  • 作者简介:赵连俊(1978-),男,河北人,主管护师,主要从事神经精神疾病护理与康复工作。
  • 基金资助:

Abstract: Objective To explore the relationships between the negative life events,cognitive emotion regulation and depression in high school students,and to provide basis for students' mental health improvement. Method A sample of 184 high school students were surveyed by using questionnaires on the self-rated Negative Life Events (NLE),Cognitive Emotion Regulation Questionnaire (CERQ),and Beck Depression Inventory (BDI). Results The highest scores were refocus on planning (14.36±3.48) and positive reappraisal (13.92±3.65),while the lowest scores were catastrophizing and self-blame in the high school students.Pearson correlation analysis showed that the numbers of NLE had significant positive correlations with depressive symptoms,catastrophizing and self-blame (r=0.26,0.19,0.26,respectively,P<0.01),and the cognitive emotion regulation strategies of rumination,catastrophizing,other-blame and self-blame had significantly positive correlations with depressive symptoms (r=0.45,0.44,0.25 and 0.25,respectively,P<0.01).Hierarchical regression analysis showed that NLE entered on the first step were a significant predictor of depressive symptoms (P<0.01),Rumination and catastrophizing entered on the second step were more strongly associated with depressive symptoms,and these two variables explained 22.3% of the variance. Conclusion Negative life events and depression are closely related,however,the use of maladaptive strategies of rumination and catastrophizing might play a more importance role in depressive symptoms.

Key words: negative life events, cognitive emotion regulation strategy, depressive symptom, high school students

摘要: 目的 探讨中学生生活事件、认知情绪调节与抑郁的关系,为改善中学生心理健康提供依据。方法 采用自编负性生活事件、认知情绪调节问卷(CERQ)和抑郁自评问卷(BDI)对184名中学生进行了问卷调查。结果 中学生在重新关注计划(14.36±3.48)和积极重新评价(13.92±3.65)得分最高,而灾难化(6.73±3.45)和责难他人(7.89±2.38)策略得分最低;相关分析显示,负性生活事件数与抑郁得分、灾难化和责难他人显著正相关(r=0.26、0.19、0.26,P均<0.01),抑郁得分与沉思、灾难化、责难他人和自责显著正相关(r=0.45、0.44、0.25、0.25,P均<0.01);层次回归模型表明,负性生活事件、沉思、灾难化对抑郁症状有显著的正向预测作用,其中沉思和灾难化两个变量解释抑郁症状总方差的22.3%。结论 负性生活事件对中学生抑郁具有显著影响,而沉思和灾难化的应对策略可能扮演着更为重要的角色。

关键词: 负性生活事件, 认知情绪调节策略, 抑郁症状, 中学生

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