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Article(id=1325521469022806128, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325521023759691810, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025202, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1740412800000, receivedDateStr=2025-02-25, revisedDate=1748966400000, revisedDateStr=2025-06-04, acceptedDate=null, acceptedDateStr=null, onlineDate=1793958545213, onlineDateStr=2026-11-06, pubDate=1753372800000, pubDateStr=2025-07-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793958545213, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793958545213, creator=13701087609, updateTime=1793958545213, updator=13701087609, issue=Issue{id=1325521023759691810, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='7', pageStart='913', pageEnd='1064', issueExtLink='null', onlineDate='null', pubDate='1753372800000', pubDateStr='2025-07-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793958439054, creator='13701087609', updateTime=1793958439054, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=995, endPage=998, ext={EN=ArticleExt(id=1325521472390832242, articleId=1325521469022806128, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Longitudinal associations between multiple risks and executive function with depressive emotions among primary and middle school students, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To analyze the longitudinal relationship between cumulative multiple risks and depressive emotions in primary and secondary school students, and to examine the mediating role of executive function in the association, so as to provide scientific evidence for preventing and alleviating depressive emotions in adolescents.

Methods

Using convenience sampling, 946 students from Shandong and Hunan provinces were tracked for one year (December 2023 to December 2024) regarding their exposure to multiple risks, executive function, and depressive emotion. Pearson correlation analysis was employed to examine variable relationships, while mediation modeling with Bootstrap testing (5 000 iterations) was conducted to verify the mediating effect.

Results

At baseline, the prevalence of survival risks was relatively low, with 37.98% of primary school students and 30.87% of middle-school students reporting no exposure to such risks. In contrast, developmental risks and harmful risks showed substantially higher prevalence, with 63.20% of primary school students and 69.63% of middle-school students experiencing two or more risk factors in developmental risks, and 44.81% of primary school students and 71.60% of middle-school students experiencing two or more harmful risks. After controlling for gender, age, baseline executive function and depressive emotions: higher cumulative developmental risks (β=0.06, P < 0.01) and hazardous risks (β=0.08, P < 0.01) predicted elevated depressive emotion, while survival risks showed no significant prediction (β=0.03, P>0.05). Executive function significantly mediated the effects of both developmental risks (Effect=0.02, 95%CI=0.01-0.04) and hazardous risks (Effect=0.02, 95%CI=0.01-0.04) on depressive emotion (both P < 0.05).

Conclusions

Increased exposure to developmental and hazardous risks predicts poorer executive function, which subsequently exacerbates depressive emotions in students.

, authors=Ying JIANG, Leizhong BI, authorsList=Ying JIANG, Leizhong BI, authorCompany=null, correspAuthors=null, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325521476685799542, articleId=1325521469022806128, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=多重风险与中小学生执行功能和抑郁情绪的纵向关联, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

分析中小学生多重累积风险与抑郁情绪间的纵向关联及执行功能在二者关系间的中介作用，为预防和改善青少年的抑郁情绪提供科学依据。

方法

采用方便抽样方法，于2023年12月—2024年12月在山东、湖南两省对抽取的946名中小学生经历的多重风险、执行功能及抑郁情绪进行1年的追踪调查。采用Pearson相关分析变量间的相关性，采用中介模型分析及Bootstrap检验明确执行功能在多重累积风险与中小学生抑郁情绪纵向关联间的中介作用。

结果

基线调查中，生存性风险的检出率相对较低，37.98%的小学生及30.87%的中学生未经历该类风险；发展性风险及危害性风险的检出率均较高，其中63.20%的小学生及69.63%的中学生经历2个及以上的发展性风险，44.81%的小学生及71.60%的中学生经历2个及以上危害性风险。在控制性别、年龄、第1年的执行功能及抑郁情绪后，儿童第1年经历的发展性风险及危害性风险的数量累积越多，其抑郁情绪水平越高(β值分别为0.06，0.08，P值均 < 0.01)，但生存性风险对抑郁情绪预测作用无统计学意义(β=0.03，P>0.05)。发展性风险(估计值=0.02，95%CI=0.01~0.04)、危害性风险(估计值=0.02，95%CI=0.01~0.04)对中小学生抑郁情绪的预测作用均能通过执行功能中介(P值均 < 0.05)。

结论

中小学生经历的发展性风险与危害性风险数量越多，其执行功能更差，进而增加抑郁情绪水平。

, authors=蒋莹, 毕磊忠, authorsList=蒋莹, 毕磊忠, authorCompany=null, correspAuthors=null, authorNote=

蒋莹(1992-), 女, 江苏南京人, 博士, 副教授, 主要研究方向为家庭环境与儿童心理健康

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蒋莹(1992-), 女, 江苏南京人, 博士, 副教授, 主要研究方向为家庭环境与儿童心理健康

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蒋莹(1992-), 女, 江苏南京人, 博士, 副教授, 主要研究方向为家庭环境与儿童心理健康

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注：图中数值为β值，实线为有统计学意义，虚线无统计学意义。

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The proportion of students experiencing multiple cumulative risks

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风险数量小学生(n=337)中学生(n=609)
生存性0128(37.98)188(30.87)
1104(30.86)216(35.47)
266(19.58)132(21.67)
325(7.42)48(7.88)
413(3.86)19(3.12)
51(0.30)6(0.99)
发展性035(10.39)46(7.55)
189(26.41)139(22.82)
292(27.30)177(29.06)
378(23.15)132(21.67)
437(10.98)91(14.94)
56(1.78)24(3.94)
危害性0100(29.67)63(10.34)
186(25.52)110(18.06)
261(18.10)124(20.36)
354(16.02)116(19.05)
427(8.01)105(17.24)
59(2.67)91(14.94)
), ArticleFig(id=1325521503114109087, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521469022806128, language=CN, label=表1, caption=

中小学生经历累积风险数量分布

, figureFileSmall=null, figureFileBig=null, tableContent=
风险数量小学生(n=337)中学生(n=609)
生存性0128(37.98)188(30.87)
1104(30.86)216(35.47)
266(19.58)132(21.67)
325(7.42)48(7.88)
413(3.86)19(3.12)
51(0.30)6(0.99)
发展性035(10.39)46(7.55)
189(26.41)139(22.82)
292(27.30)177(29.06)
378(23.15)132(21.67)
437(10.98)91(14.94)
56(1.78)24(3.94)
危害性0100(29.67)63(10.34)
186(25.52)110(18.06)
261(18.10)124(20.36)
354(16.02)116(19.05)
427(8.01)105(17.24)
59(2.67)91(14.94)
), ArticleFig(id=1325521505265787040, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521469022806128, language=EN, label=Tab.2, caption=

Correlation analysis of multiple cumulative risk, executive function and depression emotions in primary and secondary students (r, n=946)

, figureFileSmall=null, figureFileBig=null, tableContent=
变量性别年龄T1生存性风险T1发展性风险T1危害性风险T1执行功能T1抑郁情绪T2执行功能
T1生存性风险-0.11**0.02
T1发展性风险-0.11**0.030.41**
T1危害性风险0.010.25**0.16**0.28**
T1执行功能-0.11**-0.34**-0.18**-0.25**-0.42**
T1抑郁情绪0.17**0.17**0.20**0.29**0.46**-0.48**
T2执行功能-0.15**-0.26**-0.14**-0.24**-0.34**0.63**-0.44**
T2抑郁情绪0.19**0.13**0.17**0.25**0.37**-0.38**0.63**-0.49**
), ArticleFig(id=1325521505953652897, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521469022806128, language=CN, label=表2, caption=

中小学生多重累积风险、执行功能及抑郁情绪的相关分析(r值，n=946)

, figureFileSmall=null, figureFileBig=null, tableContent=
变量性别年龄T1生存性风险T1发展性风险T1危害性风险T1执行功能T1抑郁情绪T2执行功能
T1生存性风险-0.11**0.02
T1发展性风险-0.11**0.030.41**
T1危害性风险0.010.25**0.16**0.28**
T1执行功能-0.11**-0.34**-0.18**-0.25**-0.42**
T1抑郁情绪0.17**0.17**0.20**0.29**0.46**-0.48**
T2执行功能-0.15**-0.26**-0.14**-0.24**-0.34**0.63**-0.44**
T2抑郁情绪0.19**0.13**0.17**0.25**0.37**-0.38**0.63**-0.49**
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多重风险与中小学生执行功能和抑郁情绪的纵向关联
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蒋莹 , 毕磊忠
中国学校卫生 | 心理卫生 2025,46(7): 995-998
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中国学校卫生 |心理卫生 2025 , 46 (7) : 995 -998
多重风险与中小学生执行功能和抑郁情绪的纵向关联
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蒋莹, 毕磊忠
作者信息
  • 贵州师范大学心理学院, 贵阳 550025
作者简介:

蒋莹(1992-), 女, 江苏南京人, 博士, 副教授, 主要研究方向为家庭环境与儿童心理健康

Longitudinal associations between multiple risks and executive function with depressive emotions among primary and middle school students
Ying JIANG, Leizhong BI
Affiliations
  • School of Psychology, Guizhou Normal University, Guiyang 550025, Guizhou Province, China
出版时间: 2025-07-25 doi: 10.16835/j.cnki.1000-9817.2025202
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摘要
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目的

分析中小学生多重累积风险与抑郁情绪间的纵向关联及执行功能在二者关系间的中介作用，为预防和改善青少年的抑郁情绪提供科学依据。

方法

采用方便抽样方法，于2023年12月—2024年12月在山东、湖南两省对抽取的946名中小学生经历的多重风险、执行功能及抑郁情绪进行1年的追踪调查。采用Pearson相关分析变量间的相关性，采用中介模型分析及Bootstrap检验明确执行功能在多重累积风险与中小学生抑郁情绪纵向关联间的中介作用。

结果

基线调查中，生存性风险的检出率相对较低，37.98%的小学生及30.87%的中学生未经历该类风险；发展性风险及危害性风险的检出率均较高，其中63.20%的小学生及69.63%的中学生经历2个及以上的发展性风险，44.81%的小学生及71.60%的中学生经历2个及以上危害性风险。在控制性别、年龄、第1年的执行功能及抑郁情绪后，儿童第1年经历的发展性风险及危害性风险的数量累积越多，其抑郁情绪水平越高(β值分别为0.06，0.08，P值均 < 0.01)，但生存性风险对抑郁情绪预测作用无统计学意义(β=0.03，P>0.05)。发展性风险(估计值=0.02，95%CI=0.01~0.04)、危害性风险(估计值=0.02，95%CI=0.01~0.04)对中小学生抑郁情绪的预测作用均能通过执行功能中介(P值均 < 0.05)。

结论

中小学生经历的发展性风险与危害性风险数量越多，其执行功能更差，进而增加抑郁情绪水平。

执行功能  /  抑郁  /  精神卫生  /  学生
Objective

To analyze the longitudinal relationship between cumulative multiple risks and depressive emotions in primary and secondary school students, and to examine the mediating role of executive function in the association, so as to provide scientific evidence for preventing and alleviating depressive emotions in adolescents.

Methods

Using convenience sampling, 946 students from Shandong and Hunan provinces were tracked for one year (December 2023 to December 2024) regarding their exposure to multiple risks, executive function, and depressive emotion. Pearson correlation analysis was employed to examine variable relationships, while mediation modeling with Bootstrap testing (5 000 iterations) was conducted to verify the mediating effect.

Results

At baseline, the prevalence of survival risks was relatively low, with 37.98% of primary school students and 30.87% of middle-school students reporting no exposure to such risks. In contrast, developmental risks and harmful risks showed substantially higher prevalence, with 63.20% of primary school students and 69.63% of middle-school students experiencing two or more risk factors in developmental risks, and 44.81% of primary school students and 71.60% of middle-school students experiencing two or more harmful risks. After controlling for gender, age, baseline executive function and depressive emotions: higher cumulative developmental risks (β=0.06, P < 0.01) and hazardous risks (β=0.08, P < 0.01) predicted elevated depressive emotion, while survival risks showed no significant prediction (β=0.03, P>0.05). Executive function significantly mediated the effects of both developmental risks (Effect=0.02, 95%CI=0.01-0.04) and hazardous risks (Effect=0.02, 95%CI=0.01-0.04) on depressive emotion (both P < 0.05).

Conclusions

Increased exposure to developmental and hazardous risks predicts poorer executive function, which subsequently exacerbates depressive emotions in students.

Executive function  /  Depression  /  Mental health  /  Students
蒋莹, 毕磊忠. 多重风险与中小学生执行功能和抑郁情绪的纵向关联. 中国学校卫生, 2025 , 46 (7) : 995 -998 . DOI: 10.16835/j.cnki.1000-9817.2025202
Ying JIANG, Leizhong BI. Longitudinal associations between multiple risks and executive function with depressive emotions among primary and middle school students[J]. Chinese Journal of School Health, 2025 , 46 (7) : 995 -998 . DOI: 10.16835/j.cnki.1000-9817.2025202
正文
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据《2022年国民抑郁症蓝皮书》调查显示，中小学生的抑郁症患病率已接近20%，其原因主要包括在家庭中感受到严苛控制、缺乏关爱或暴力冲突，在学校生活中感受到人际关系问题及学业压力[1]。有关心理健康的风险框架强调，抑郁问题产生的原因是多层次多方面的[2]。目前研究多聚焦于某类风险因素的横断面分析，或是将其进行简单叠加[3]，难以揭示不同类型风险因素影响结果的差异性。对此，联合国儿童基金会提出多维度交叠剥夺分析(multiple overlapping deprivation analysis, MODA)[4]，更关注儿童自身需求和经历，选取与儿童健康幸福最为相关的多个方面(教育、信息接触、居住环境、物质需求、暴力接触等)全面描述多重累积风险，并在近几年的研究中不断拓展[5]。本研究结合中国儿童的实际情况，从生存、发展和危害的多维视角衡量中国中小学生经历的多重风险，考察这几类风险对其1年后抑郁情绪的影响以及执行功能在二者关系间的中介作用，旨在为预防和改善青少年的抑郁情绪提供科学依据。
1　对象与方法
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1.1　对象
采用方便抽样方法选取山东省德州市2所小学的小学生、湖南省怀化市1所中学的初中生为研究对象，以班级为单位进行集体施测。调查先经过学校同意，再由家长及学生签写知情同意书后进行。2023年12月进行第1次施测(T1)，小学发放问卷500份，回收问卷422份，平均年龄为(10.45±0.60)岁；初中发放问卷700份，回收问卷685份，平均年龄为(13.21±0.73)岁。2024年12月进行第2次施测(T2)，对该中小学生群体再次发放问卷共1 200份。回收数据后，通过姓名与学号对2次数据进行匹配，剔除因请假、转学未参与第2次施测的被试，以及缺失比例超过10%的问卷，最终获得946份有效数据。其中小学生337名，初中生609名。本研究获得贵州师范大学伦理委员会批准(审批号: GZNUPSY.N.202312E[0005])。
1.2　调查方法
1.2.1　基本人口统计学特征
采用自编问卷收集学生人口学信息，主要包括性别、出生年月、年级等。
1.2.2　多重累积风险
选取MODA中适用于5~14岁儿童的15条指标[4]。考虑到该量表的教育和保护项目主要针对早期教育和贫困，本研究从国际学生评估项目(Programme for International Student Assessment, PISA)中增加上述指标中缺少的5个常用家庭物品构成教育及文化艺术项目指标[6]、从青少年生活事件量表(Adolescent Self-rating Life Events Check List, ASLEC)中增加5个人际关系问题构成保护指标[7]，并从生存、发展和危害3个维度视角衡量累积风险，该多重累积风险模型拟合良好(CFI=0.91，TLI=0.89，RMSEA=0.05，SRMR=0.07)。每题均采用0(没有剥夺)、1(存在剥夺)计分，通过交叉联合将每一个指标聚合到每一类项目上(如果儿童在该项目上任意指标被剥夺，即代表儿童该项目被剥夺)。其中生存性风险的项目包括卫生设施、衣服、住房、健康知识和营养；发展性风险包括教育、休闲、文化、艺术和信息接触；危害性风险包括歧视、打架、父母打骂、事故和忽视。以生存性风险维度为例，卫生设施项目中包含“家中是否有独立卫生间”“家中是否有淋浴或浴缸”2个指标，其中任意一个指标回答“否”，则该项目为风险项目，记1分。最后将存在剥夺的项目数相加，分别计算3个维度的累积风险指数，总分越高表明儿童在该维度上的累积风险越高。
1.2.3　青少年执行功能量表(Teenage Executive Functioning Inventory, TEXI)
采用由Thorell等[8]编制的量表，共20道题。采用5点计分，从1(完全不正确)到5(完全正确)，总分越高表明执行功能越好。本研究中该量表T1、T2的Cronbach α系数分别为0.90，0.91。
1.2.4　儿童抑郁量表(Children's Depression Inventory-Short Form, CDI-S)
采用Kovacs编制，Zhang等[9]修订的量表，共13题。采用3点计分，从1(轻度)到3(重度)，总分越高表明抑郁情绪越严重。本研究该量表T1、T2的Cronbach α系数分别为0.83，0.82。
1.3　质量控制
由经过培训的心理学研究生担任主试，并在班主任教师的协助下，使用统一指导语完成数据采集。问卷填写前，告知儿童研究的目的、过程及完全自愿原则，填写中可随时退出，并让其签写知情同意书；问卷填写过程中，由主试回答学生的疑问；问卷填写完成后，由主试及班主任教师共同检查、当场回收。回收后剔除如漏答数过多或规律作答的无效数据。
1.4　统计学分析
使用SPSS 26.0软件进行数据录入与管理。计数资料用频数或百分率描述，由于本研究的样本量较大，结合Q-Q图及直方图对连续变量观察数据分布以检验其正态性，结果表明基本满足正态分布，用(x ± s)描述；对各研究变量进行Pearson相关分析；并根据心理统计中的常用标准将相关系数r值为≥|0.5|，|0.3|~ < |0.5|，|0.1|~ < |0.3|分别界定为大、中、小的相关程度。最后，使用Mplus 8.3构建多重累积风险、执行功能、抑郁情绪的纵向中介模型，并将性别、年龄、T1的执行功能和抑郁情绪作为控制变量纳入分析。检验水准α=0.05。
2　结果
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2.1　共同方法偏差检验
通过Harman单因素法检验共同方法偏差。结果表明未旋转情况下特征值大于1的因子共25个，第1个公因子解释的总方差变异量为18.22%，小于40%，即本研究不存在严重的共同方法偏差。
2.2　中小学生多重累积风险的基本情况
见表1。
基线调查中，生存性风险的检出率相对较低，37.98%的小学生和30.78%的中学生未经历该类风险，30.86%的小学生和35.47%的初中生为单一生存风险，存在2个及以上生存风险因素的小学及初中学生分别占总人数的31.16%和33.66%。不论在小学或初中阶段，发展性风险及危害性风险的检出率均较高，且学生在这2类风险上往往遭受2种以上的风险因素，小学生经历2种及以上发展性风险因素和危害性风险因素的占比分别为63.20%，44.81%；初中生的占比分别为69.63%，71.60%。
2.3　中小学生多重累积风险、执行功能与抑郁情绪的相关分析
Pearson相关分析显示，在人口学变量上，性别与生存性、发展性风险间，年龄与危害性风险间相关均有统计学意义，且二者与2个时间点的执行功能和抑郁情绪间相关均有统计学意义(P值均 < 0.01)；在主要变量上，生存、发展及危害3类风险间存在中低程度的正相关，第1年的3类风险均与同年及T2执行功能间存在中等程度的负相关，与同年及T2抑郁情绪间存在中低程度的正相关(P值均 < 0.01)。见表2。
2.4　中小学生多重累积风险与抑郁情绪间的纵向关系及执行功能的中介效应
见图1。
独立样本t检验表明，在T1时间点女生(1.03±1.09，2.04±1.30)比男生(1.29±1.13，2.31±1.21)面临更少的生存风险及发展风险(t值分别为-3.50，-3.30)，其2个时间点的执行功能表现(3.23±0.70，3.22±0.70)比男生(3.39±0.76，3.43±0.73)更低(tT1=-3.27，tT2=-4.62)，抑郁情绪(0.57±0.35，0.57±0.34)比男生(0.46±0.31，0.45±0.30)更多(tT1=5.37，tT2=5.82) (P值均 < 0.01)。基于此，将年龄及性别作为控制变量进行后续分析。在控制性别、年龄、T1执行功能及T1抑郁情绪后，采用Mplus构建多重累积风险与抑郁情绪间的纵向关系模型。
结构拟合良好(CFI=0.98，TLI=0.84，RMSEA=0.11，SRMR=0.02)。T1发展性风险及T1危害性风险数量均正向预测T2的抑郁情绪(β值分别为0.06，0.08，P值均 < 0.01)，且T2执行功能负向预测T2抑郁情绪(β=-0.26，P < 0.01)，但T1生存性风险对T2执行功能及T2抑郁情绪预测作用均无统计学意义(β值分别为0.01，0.03，P值均>0.05)。进一步采用偏差矫正Bootstrap法(抽样次数为5 000次)分别检验执行功能在发展性风险、危害性风险与抑郁情绪间的中介效应，结果显示间接效应无统计学意义，结合直接效应结果，中小学生的执行功能在发展性风险与抑郁情绪的纵向关系间起到完全中介作用(估计值=0.02，95%CI=0.01~0.04)，在危害性风险与抑郁情绪的纵向关系间起到部分中介作用(估计值=0.02，95%CI=0.01~0.04)，占总效应的22.62%。
3　讨论
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本研究发现，在3类风险中，面临生存性风险的中小学生相对较少，且危害性风险的数量均随儿童年龄增长呈现上升趋势，与近期研究的结果基本一致[10]。主要源于青春期更加敏感的生理及心理变化。如该时期个体前额叶皮层的皮质醇受体丰富，更易受到压力的影响[11]；随着个体的成熟与发展，需求增多、社会关系逐渐复杂，压力也随之而来[12]。此外，本研究发现女生报告更少的风险数量，却有更多的抑郁情绪，这可能并非因为女生在进入青春期时会面临更多压力，而是她们更容易受到风险因素的影响[13]。
其次，发展性风险与危害性风险的数量均能预测中小学生次年的抑郁情绪，风险数量越多，学生的抑郁程度越高，但生存性风险并不能预测抑郁情绪。该结果支持累积风险模型的近期结论，即心理健康水平对特定风险因素的组合更加敏感[14]。一项元分析表明，对于童年期或青少年期暴露于风险中的个体，患抑郁症的概率是未暴露的2.5倍，且不同风险因素与抑郁情绪间的关联程度不同，其中危害性风险如虐待、家人离世、家庭暴力等与个体抑郁情绪高度相关，而贫困、自然灾害等生存性风险与抑郁情绪相关无统计学意义[15]。可能因为生存性风险大都可得到改善，且这种影响是更漫长的而非急性的[16]，社会经济地位有关的风险只是增加问题行为出现的可能，在幼年时期影响更大[17]。因而多重风险的共存也对该领域提出了挑战，阐明每种风险因素的独特贡献仍是未来研究的重要目标。
最后，经历发展性风险与危害性风险均通过损害学生的执行功能，进而增加其抑郁情绪。抑郁认知模型提出，风险因素往往通过阻碍个体认知能力进一步影响抑郁[18]。究其原因，既包含生理层面的影响，也包含个体认知的主观作用。经历较多风险事件通过改变下丘脑-垂体-肾上腺轴的活性，导致执行功能变化[19]，而执行功能的降低使个体无法将注意力分配给适当的情绪线索[20]，导致对情绪刺激的加工及记忆产生负面偏差，并在不受认知控制的皮层下区域进一步强化，使得抑郁情绪持续存在[21]。这一结果也提示与个体教育发展及人际保护相关的因素是诱发中小学生抑郁情绪的关键，在改善学生生存环境的基础上仍需尽可能减少这几类风险，同时增强学生的认知控制或对负性情境的解释训练，也能进一步缓解抑郁情绪。
本研究仍存在一定不足：(1)中小学生面临的风险问题并未完全囊括，研究虽然纳入当代儿童更常见的数字信息及社交问题，但未来仍需不断扩展多重风险模型的类型和指标；(2)由于小学学段的数据流失过多，本研究未针对不同学段儿童进行群组对比，难以得出针对不同年龄段儿童的结论；(3)研究追踪的时间跨度相对较短，未来可考虑延长追踪时间，以验证当前结果在更长时间范围内的适用性，全面揭示风险因素与中小学生抑郁情绪间的动态关系。
基金
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  • 贵州省2023年度哲学社会科学规划项目(23GZQN36)
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2025年第46卷第7期
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doi: 10.16835/j.cnki.1000-9817.2025202
  • 接收时间：2025-02-25
  • 首发时间：2026-11-06
  • 出版时间：2025-07-25
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  • 收稿日期：2025-02-25
  • 修回日期：2025-06-04
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贵州省2023年度哲学社会科学规划项目(23GZQN36)
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    贵州师范大学心理学院, 贵阳 550025
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