初中生领悟社会支持与抑郁的关系——情绪调节策略的中介作用
The Relationship between Perceived Social Support and Depression among Middle School Students—The Mediating Role of Emotion Regulation Strategies
摘要: 目的：为探究初中生领悟社会支持对抑郁的影响及其情绪调节策略在两者之间的中介作用。方法：本研究以439名初中生为研究对象，采用《领悟社会支持量表》《流调中心抑郁量表》和《情绪调节量表》进行测评，所有数据运用SPSS26.0进行处理，运用的统计方法包括t检验、F检验、相关分析及PROCESS中介效应检验。结果：初中生抑郁得分在性别和年级上差异显著，认知重评和表达抑制情绪调节策略在年级上存在显著差异；相关分析显示，领悟社会支持、认知重评均与抑郁呈负相关，而表达抑制和抑郁呈正相关。此外，领悟社会支持能正向预测认知重评，负向预测表达抑制。中介分析进一步表明，认知重评和表达抑制在领悟社会支持与抑郁之间均起部分中介作用。
Abstract: Objective: To explore the influence of perceived social support on depression among middle school students and the mediating role of emotional regulation strategies between the two. Methods: 439 middle school students were evaluated using the Perceived Social Support Scale, the Center for Epidemiologic Studies Depression Scale, and the Emotion Regulation Scale. SPSS26.0 was used to analyze the data through t-test, F-test, correlation analysis, and PROCESS mediating effect test. Result: The scores of depression among middle school students vary significantly by gender and grade, and there are significant differences in cognitive reappraisal and expression suppression emotion regulation strategies among grades. Relevant analysis shows that Perceived social support and cognitive reappraisal are both significantly negatively correlated with depression, while expression suppression is significantly positively correlated with depression. In addition, Perceived social support can positively predict cognitive reappraisal and negatively predict expression suppression. Mediating analysis further indicates that both cognitive reappraisal and expression suppression play a partial mediating role in the relationship between perceived social support and depression.
文章引用：高晓荣 (2025). 初中生领悟社会支持与抑郁的关系——情绪调节策略的中介作用. 心理学进展, 15(10), 34-42. https://doi.org/10.12677/ap.2025.1510543

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