健康与遗传心理学研究室知识库

研究一针对初一至初三年级学生，采用青少年自我中心量表、中文版青少年回避与融合问卷（简版）（AFQ-Y8）、人际关系综合诊断量表、焦虑抑郁压力量表简体中文版（DASS-21）抑郁分量表进行施测，从横断面角度探索青少年自我中心对抑郁的影响，以及人际关系困扰和心理灵活性的在其中的中介作用。研究二采用纵向设计，采用青少年自我中心量表、中文版青少年回避与融合问卷（简版）（AFQ-Y8）、人际关系综合诊断量表、焦虑抑郁压力量表简体中文版（DASS-21）抑郁分量表进行施测，考察了初一年级学生青少年自我中心、人际关系困扰、心理灵活性及抑郁之间的交叉滞后关系。研究三针对初二群体进行学校干预，采用中文版青少年回避与融合问卷（简版）（AFQ-Y8）、人际关系综合诊断量表、焦虑抑郁压力量表简体中文版（DASS-21）抑郁分量表进行施测，采用定性与定量结合的方式，考察基于DNA-V课程的面授DNA-V组、网络组和基于常规心理课程的对照组之间的课程干预效果差异。

研究主要得出以下结果：

研究一发现，从整体上看，青少年自我中心、人际关系困扰和抑郁水平基本都会随着年级的增长而逐渐上升，心理灵活性逐渐下降，其中女性会有更大变化。通过中介分析发现，假想观众能直接对抑郁产生影响，同时假想观众可通过心理灵活性或者人际关系困扰的中介作用对抑郁产生影响，另外还可通过心理灵活性和人际关系困扰的链式中介作用对抑郁产生影响。个人神话可通过心理灵活性的中介作用对抑郁产生影响，也可通过心理灵活性和人际关系困扰的链式中介作用对抑郁产生影响。

研究二通过交叉滞后分析发现，假想观众能够和心理灵活性相互影响，心理灵活性和人际关系困扰两者相互影响，同时心理灵活性和人际关系困扰能够预测抑郁，而抑郁能够预测个人神话水平，且在控制了性别、年龄和父母婚姻状况等人口学因素后并无显著变化。

研究三发现，在干预后或两月追踪后，DNA-V的线下课程能显著提升初二学生的心理灵活性水平、降低人际关系困扰，降低轻度以上抑郁学生的抑郁水平，降低学生的人际关系困扰程度；DNA-V的网络课程能显著降低人际关系困扰程度；常规的心理电影课程能显著降低人际关系困扰程度，相比于干预前，心理灵活性水平在干预后显著上升，而在追踪中的结果并无显著变化。

最终得出以下结论：

一，青少年自我中心、心理僵化程度、人际问题和抑郁问题基本都会随着年级的增长而逐渐上升，其中女性会有更大变化。

二，不同维度下的青少年自我中心都可通过心理灵活性或人际关系困扰的中介作用对抑郁产生影响，也可通过二者的链式中介作用对抑郁产生影响。

三，假想观众和心理僵化、心理僵化和人际关系困扰，二者两两之间存在恶性循环，并且高度的个人神话会导致心理僵化，高度的心理僵化会导致抑郁，而抑郁又会导致个人神话水平上升。

四，不同形式和内容的干预课程对学生的心理健康水平影响有所不同。

Research 1 is aimed at students in grades one to three, and used the Adolescent Egocentrism Scale, the Chinese version of Avoidance and Fusion Questionnaire for Youth(AFQ-Y8), the comprehensive diagnostic scale of interpersonal relationship, and the simplified Chinese version of depression subscale of Depression Anxiety Stress Scale(DASS-21) to explores the influence of adolescent egocentrism on depression from a cross-sectional perspective, as well as the intermediary role of interpersonal relationship disturbance and psychological flexibility. Study 2 used a longitudinal design and the Adolescent Egocentrism Scale, the Chinese version of Avoidance and Fusion Questionnaire for Youth(AFQ-Y8), the comprehensive diagnostic scale of interpersonal relationship, and the simplified Chinese version of depression subscale of Depression Anxiety Stress Scale(DASS-21) to examine the cross-lag relationship among the first-year students' adolescent egocentrism, interpersonal relationship disturbance, psychological flexibility and depression. Study 3 conducted school interventions for the second and second grade groups, and used the Chinese version of Avoidance and Fusion Questionnaire for Youth(AFQ-Y8), the comprehensive diagnostic scale of interpersonal relationship, and the simplified Chinese version of depression subscale of Depression Anxiety Stress Scale(DASS-21) to examine the differences in curriculum interventions between the face-to-face DNA-V group based on DNA-V courses, the network group, and the control group based on regular psychological courses.

The main results of the research are as follows:

Research 1 found that, on the whole, the levels of adolescent egocentrism, interpersonal disturbance, and depression will basically rise gradually with the growth of grades, and their psychological flexibility will gradually decline. Among them, women will have greater changes. Through mediation analysis, it is found that imaginary audience can directly affect depression, and imaginary audience can affect depression through the mediation of psychological flexibility or interpersonal disturbance, or through the chain mediation of psychological flexibility and interpersonal disturbance. Personal fable can affect depression through the mediation of psychological flexibility, or through the chain mediation of psychological flexibility and interpersonal disturbance.

Research 2 found through cross-lag analysis that imaginary audience can interact with psychological flexibility, psychological flexibility can interact with interpersonal disturbance. At the same time, psychological flexibility and interpersonal disturbances can predict depression, and depression can predict personal fable. And after controlling for demographic factors such as gender, age and parents' marital status, there is no significant change.

Research 3 found that after intervention or two-month follow-up, DNA-V offline courses can significantly improve the mental flexibility of the second grade of junior middle school students, reduce interpersonal disturbance, reduce the depression level of students with mild or more depression, and reduce students’ the degree of interpersonal disturbance; DNA-V online courses can significantly reduce the degree of interpersonal disturbance; regular psychological film courses can significantly reduce the degree of interpersonal disturbance. Compared with the pre-intervention, the level of psychological flexibility increased significantly after the intervention. There is no significant change in the tracking results.

Finally came to the following conclusions:

First, adolescent egocentrism, psychological inflexibility, interpersonal disturbance and depression will basically gradually increase with the growth of grades, and girls will have greater changes.

Second, adolescent egocentrism in different dimensions can affect depression through the mediating effect of psychological flexibility or interpersonal distress, and can also affect depression through the chain mediating effect of the two.

Third, there is a vicious circle between imaginary audience and psychological inflexibility, or psychological inflexibility and interpersonal disturbance. And a high degree of personal fable will lead to psychological inflexibility, a high degree of psychological inflexibility will lead to depression, and depression will lead to personal fable.

Fourth, intervention courses of different forms and contents have different effects on students' mental health.