Objective To explore the relationship between parent-child technological interference and depression of middle school students,as well as the chain mediating effects of parental rejection and dysfunctional attitudes.Methods A total of 986 middle school students were surveyed using the Technology Interference Scale,the Simplified Parental Rearing Pattern Questionnaire,the Dysfunctional Attitude Scale,and the Center for Epidemiological Studies Depression Scale.Results ① Parent-child technology interference positively predicted depression among middle school students(β=0.11,P=0.03);② Parental rejection and dysfunctional attitudes played separate mediating roles between parent-child technology interference and depression among middle school students[mediating effect sizes were 0.09 and 0.07,with 95%CI of(0.04,0.14)and(0.02,0.11),respectively];③ Parental rejection and dysfunctional attitudes played a chained mediating role between parent-child technology interference and depression among middle school students[mediating effect size was 0.03,with 95%CI of(0.01,0.07)];④There were gender differences in the chained mediating effect(Δχ2=14.94,P=0.03).Conclusion Parent-child technology interference can increase the depression among middle school students,and improving parental rejection and adjusting dysfunctional attitudes can alleviate depression among middle school students.
维普
万方数据