| 其他摘要 | Objective: In May 2020, schools across the country began to reopen as the COVID-19 situation improved, but worrying mental health issues emerged among middle school students, particularly depression. The mechanism of why the epidemic aggravates adolescents' emotional problems needs to be explored through empirical research. Bronfenbrenner's ecosystems theories provides clues for research on adolescent depression. Ecosystems theories holds that individual development is the result of the interaction between individuals and the environment at all levels. Among them, the environment most closely related to the individual is the micro-system, mainly including family, school, companion, etc. Therefore, based on Bronfenbrenner's ecosystems theories, this research examined the relationship between parenting styles during home quarantine, bullying victimization after resuming school and depression of high school students. Methods:This research is divided into four studies: Study 1: Basic situation of depression in high school students after resuming school. In this study, 1379 senior high school students from a county middle school in Guangxi were investigated, at the 6th week after returning to school, using Self-made Demographic Scale and Children's Depression Inventory (CDI) revised by Yu Dawei and Li Xu. The subjects filled in the questionnaire on SO JUMP platform and a total of 1379 questionnaires were received. After excluding the questionnaires with short answer time, inconsistent answers and those who did not live with their parents during home quarantine period, 1006 valid questionnaires were obtained. SPSS 25 statistical software was used for data analysis, and descriptive statistical analysis was conducted on depression scores of senior high school students after resuming school. Independent sample t test was used to compare depression scores of senior high school students of different genders, grades and resident and non-resident. Study 2: The relationship between parenting styles during home quarantine and depression in high school students after resuming school. The Self-made Demographic Scale and Parenting Style Scale of the Iowa Youth and Family Project were used as the research tools. The subjects of Study 2 were the same as those of Study 1. SPSS 25.0 was used for data analysis, and descriptive statistical analysis was conducted on scores of various dimensions of parenting styles. Independent sample t test was used to compare scores differences of parenting style of senior high school students of different genders, grades and resident and non-resident. Pearson correlation analysis was used to explore the correlation between maternal positive parenting, maternal negative parenting, paternal positive parenting, paternal negative parenting and depression. Study 3: Bullying victimization and depression in high school students after resuming school. The Self-made Demographic Scale, Children's Depression Inventory and Delaware Bullying Victimization Scale (DBVS-S) of 2016 Chinese revision were used as research tools. The subjects of Study 3 were the same as those of Study 1. SPSS 25.0 was used for data analysis, and descriptive statistical analysis was conducted on the overall bullying victimization of senior high school students and their scores in each dimension after resuming school. Independent sample t test was used to compare the score differences of bullying victimization of senior high school students of different genders, grades and resident and non-resident. Pearson correlation analysis was used to explore the correlation between bullying victimization and depression after resuming school. Study 4: The mediating effect of bullying victimization on parenting styles and depression. The Self-made Demographic Scale, Children's Depression Inventory, Parenting Style Scale and Delaware Bullying Victimization Scale were used as research tools. The subjects of Study 4 were the same as those of Study 1. SPSS 25.0 was used for data analysis, and Pearson correlation analysis was used to explore the correlation between parenting styles during home quarantine period and bullying victimization and depression after resuming school. The mediation effects of bullying victimization on parenting styles and depression were tested by installing Process plug-in in SPSS 25.0. Results:Study 1: (1) In this study, the score range of CDI was between 0 and 42, and the detection rate of depression was 35.88%. There were 113 boys, accounting for 34.7% of the total number of boys, and 248 girls, accounting for 36.5% of the total number of girls. (2) The depression score of Grade one students was significantly higher than that of Grade two students (p<0.01). (3) There was no significant difference in depression among senior high school students of different genders and resident and non-resident (ps>0.05).Study 2: (1) There were no significant differences in maternal positive parenting, maternal negative parenting, and depression among high school students of different genders (ps>0.05), but the scores of male students in paternal positive parenting and paternal negative parenting were significantly higher than those of female students (p <0.01, p<0.05). (2) The differences of scores in maternal positive parenting, maternal negative parenting, paternal positive parenting and paternal negative parenting of different grades and resident and non-resident were not statistically significant (ps>0.05). (3) Maternal positive parenting and paternal positive parenting were significantly negatively correlated with depression (ps<0.01). There was a significant positive correlation between maternal negative parenting and paternal negative parenting and depression (ps<0.01). Study 3: (1) Boys' bullying victimization scores were significantly higher than girls' after resuming school (p<0.01). There was no significant difference in bullying victimization scores between different grades and resident and non-resident (ps>0.05). (2) The scores of verbal and physical bullying in boys were significantly higher than those in girls (p<0.01, p<0.001). The score of boys in cyberbullying was significantly higher than that of girls (p<0.05). There was no significant difference between boys and girls in relationship bullying (p>0.05). (3) Bullying victimization was positively correlated with depression (p<0.01). Study 4: (1) Both maternal positive parenting and paternal positive parenting were negatively correlated with depression (ps<0.01), and both maternal negative parenting and paternal negative parenting were positively correlated with depression (ps<0.01). (2) Both maternal positive parenting and paternal positive parenting were negatively correlated with bullying victimization (p<0.01, p<0.05), and both maternal negative parenting and paternal negative parenting were positively correlated with bullying victimization (ps<0.01). (3) Bullying victimization was positively correlated with depression (p<0.01). (4) Bullying victimization had significant mediating effects on maternal positive parenting, maternal negative parenting, paternal positive parenting, and paternal negative parenting and depression. Conclusions: (1) Both parenting style and bullying victimization in the micro-system predicted depressive symptoms after resuming school. (2) Bullying victimization after resuming school partially mediated the predictive effect of parenting style on depression. (3) There was a significant gender difference between paternal positive parenting and paternal negative parenting during the epidemic period. Boys get more attention than girls on both positive and negative paternal parenting. (4) After resuming school, boys' bullying victimization scores were significantly higher than girls'. Bullying victimization among boys was more serious than that among girls. |
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