Abstract: Objective To provide instructions for attributional training of adolescents' depression by comparing multidimensional attribution model of depressed adolescents with that of non-depressed adolescents. Method Three questionnaires including the Center for Epidemiological Studies Depression Scale (CSE-D),academic attribution scale and communicative attibution scale were used to investigate 550 teenagers those were adopted by cluster sampling from grade 1 in junior high school to grade 3 in senior high school,and 492 valid datas were analyzed by SPSS 17.0. Results In terms of positive events,depressed adolescents' scores in external,unstable,uncontrollable factor (EUU) were significantly lower than the non-depressed (academic:t=3.582;communicative:t=3.501,all P<0.01).In terms of negative events,depressed adolescents' academic attribution scores in internal stable uncontrollable factor (ISU) internal unstable controllable factor (IUC),internal unstable uncontrollable factor (IUU) were significantly lower than the non-depressed (t=6.464,4.198,5.814,P<0.001),and depressed adolescents' communicative attribution scores in internal stable controllable factor(ISC),internal stable uncontrollable factor (ISU),external stable controllable factor (ESC),external,unstable,controllable factor (EUC) were significantly lower than the non-depressed (t=4.403,3.364,4.750,5.042,P<0.01). Conclusions There are characterisctics with consistency and contextuality in attributional dimensions for depressed adolescents.Depressed adolescents tend to attribute negative events to lack of ability,while attribute positive events to luck.Attribution model of depressed adolescents in academic is not absolutely consistent with that in communication,but attribution dimensions in communicative failure reflect the negative integration of self cognition and social cognition.

Key words: adolescents, depression, attribution

摘要： 目的 比较抑郁组与非抑郁组青少年的多维归因模式,旨在为青少年抑郁的归因训练提供指导。方法 采用流调中心用抑郁量表、中学生学业归因量表与交往归因量表对整群抽取的550名初一至高三的青少年进行团体施测,对492份有效数据运用SPSS 17.0进行统计分析。结果 就正性事件而言,抑郁组的外部的、不稳定的、不可控的因子(EUU)归因得分低于非抑郁组(学业:t=3.582,交往:t=3.501,P均<0.01);就负性事件而言,抑郁组在学业领域内的内部的、稳定的、不可控的因子(ISU),内部的、不稳定的、可控的因子(IUC),内部的、不稳定的、不可控的因子(IUU)归因得分低于非抑郁组(t=6.464,4.198,5.814,P<0.001),抑郁组在交往领域内的内部的、稳定的、可控的因子(ISC),内部的、稳定的、不可控的因子(ISU),外部的、稳定的、可控的因子(ESC),外部的、不稳定的、可控的因子(EUC)归因得分低于非抑郁组(t=4.403,3.364,4.750,5.042,P<0.01)。结论 抑郁组青少年的多维归因模式表现出一致性与情境性共存的特点:一致性表现在抑郁组更倾向于将负性事件归因于能力不足,而将正性事件归因于偶然好运;情境性表现在抑郁组青少年在不同领域内的归因模式并非完全一致,在交往失败归因中明显体现出消极自我认知与消极社会认知整合的取向。

关键词: 青少年, 抑郁, 归因