Objective:To investigate the mechanisms through which negative academic events influence depression and the roles of negative academic contingent self-esteem and self-esteem instability.Methods:This study conducted a survey among 648 high school students,utilizing scales for academic contingent self-esteem,a questionnaire on sources of academ-ic stress,a scale measuring perceived self-esteem instability,and a depression and anxiety stress scale.Results:(1)Nega-tive academic events positively predicted depression.(2)Negative academic contingent self-esteem moderated the relation-ship between negative academic events and depression.(3)Negative academic contingent self-esteem positively predicted self-esteem instability.(4)Self-esteem instability moderated the relationship between negative academic events and depres-sion.(5)The partial moderating effect of negative academic contingent self-esteem on the relationship between academic negative events and depression was mediated by self-esteem instability.Conclusion:The findings support the second-type mediated moderation model.In conclusion,the paper suggests strategies to reduce negative academic contingent self-es-teem and self-esteem instability among high school students.
关键词
中学生/抑郁/负性学业事件/消极学业权变自尊/自尊不稳定性
Key words
Middle school student/Depression/Negative academic events/Negative academic contingent self-esteem/Self-esteem instability
维普
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