BPS模式下青少年厌学形成因素及结构特征
Factors and Structural Characteristics of Adolescents’ Disinterest in Learning in BPS Mode
摘要: 本研究旨在探讨青少年厌学形成过程中的生物、心理和社会因素及结构特征，基于生物心理社会(Biopsychosocial, BPS)模式构建厌学形成机制。采用混合研究方法，对80例厌学青少年临床资料进行分析。通过焦虑自评量表(Self-Rating Anxiety Scale, SAS)、抑郁自评量表(Self-Rating Depression Scale, SDS)和症状自评量表(Symptom Checklist-90, SCL-90)评估心理症状，并结合BPS评估资料、咨询记录及访谈资料进行主题分析。量化分析显示，厌学青少年存在不同程度的焦虑、抑郁及心理症状困扰，并伴随学习功能受损。质性分析发现，厌学形成涉及生物、心理和社会多维因素，呈现生物、心理和社会因素与厌学表现之间的关联结构特征。青少年厌学涉及多系统因素，BPS模式能够较全面呈现其结构特征，为青少年厌学综合评估与精准干预提供理论参考。研究为横断面临床样本研究，因果关系尚不能确定，结果推广需谨慎。
Abstract: This study aims to investigate the biological, psychological, and social factors and structural characteristics in the development of school aversion among adolescents, and to construct a mechanism for school aversion formation based on the biopsychosocial (BPS) model. A mixed-methods approach was employed to analyze clinical data from 80 adolescents with school aversion. Psychological symptoms were assessed using the Self-Rating Anxiety Scale (SAS), Self-Rating Depression Scale (SDS), and Symptom Checklist-90 (SCL-90), supplemented by BPS evaluation data, counseling records, and interview materials for thematic analysis. Quantitative analyses revealed that adolescents with school aversion exhibited varying degrees of anxiety, depression, and psychological distress, accompanied by impaired learning functioning. Qualitative analysis demonstrated that school aversion involves multidimensional biological, psychological, and social factors, showing an association structure involving biological, psychological, and social factors. Adolescent school aversion involves multiple systemic factors, and the BPS model provides a framework for describing their structural characteristics and informing comprehensive assessment and intervention. This cross-sectional clinical study cannot establish causal relationships, and generalization should be made with caution.
文章引用：宋多多 (2026). BPS模式下青少年厌学形成因素及结构特征. 心理学进展, 16(9), 389-398. https://doi.org/10.12677/ap.2026.169460

参考文献

[1] 陈祉妍, 杨晓冬(2016). 中国儿童青少年心理健康问题及干预研究进展. 中国科学院院刊, 31(11), 1245-1253.
[2] 郭兰婷(2005). 儿童青少年拒学问题的心理机制及干预研究. 中国心理卫生杂志, 19(6), 390-393.
[3] 刘宣文, 赵梅(2015). 青少年学业压力与心理健康关系研究. 中国临床心理学杂志, 23(4), 650-654.
[4] 王振宏, 郭永玉(2013). 青少年心理健康问题及其影响因素研究. 心理科学进展, 21(1), 1-9.
[5] 俞国良, 董妍(2005). 学业压力与青少年心理健康的关系研究. 心理科学, 28(5), 1123-1127.
[6] 张亚利, 李丹(2020). 青少年家庭功能与心理健康关系的研究进展. 中国健康心理学杂志, 28(5), 769-773.
[7] Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.
[8] Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. International Universities Press.
[9] Borrell-Carrió, F., Suchman, A. L., & Epstein, R. M. (2004). The Biopsychosocial Model 25 Years Later: Principles, Practice, and Scientific Inquiry. The Annals of Family Medicine, 2, 576-582.
https://doi.org/10.1370/afm.245
[10] Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101.
https://doi.org/10.1191/1478088706qp063oa
[11] Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with Stress during Childhood and Adolescence: Problems, Progress, and Potential in Theory and Research. Psychological Bulletin, 127, 87-127.
https://doi.org/10.1037/0033-2909.127.1.87
[12] Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research. SAGE Publications.
[13] Derogatis, L. R., Lipman, R. S., & Covi, L. (1973). SCL-90: An Outpatient Psychiatric Rating Scale-Preliminary Report. Psychopharmacology Bulletin, 9, 13-28.
[14] Dewald-Kaufmann, J. F., Oort, F. J., & Meijer, A. M. (2010). The Effects of Sleep Extension on Sleep and Cognitive Performance in Adolescents. Sleep Medicine Reviews, 14, 315-323.
[15] Eccles, J. S., & Roeser, R. W. (2011). Schools as Developmental Contexts during Adolescence. Journal of Research on Adolescence, 21, 225-241.
https://doi.org/10.1111/j.1532-7795.2010.00725.x
[16] Egger, H. L., Costello, J. E., & Angold, A. (2003). School Refusal and Psychiatric Disorders: A Community Study. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 797-807.
https://doi.org/10.1097/01.chi.0000046865.56865.79
[17] Engel, G. L. (1977). The Need for a New Medical Model: A Challenge for Biomedicine. Science, 196, 129-136.
https://doi.org/10.1126/science.847460
[18] Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between School Attendance Problems: Why and How? Cognitive and Behavioral Practice, 26, 8-34.
https://doi.org/10.1016/j.cbpra.2018.03.006
[19] Kearney, C. A. (2008). School Absenteeism and School Refusal Behavior in Youth: A Contemporary Review. Clinical Psychology Review, 28, 451-471.
https://doi.org/10.1016/j.cpr.2007.07.012
[20] Kearney, C. A., & Silverman, W. K. (1996). The Evolution and Reconciliation of Taxonomic Strategies for School Refusal Behavior. Clinical Psychology: Science and Practice, 3, 339-354.
https://doi.org/10.1111/j.1468-2850.1996.tb00087.x
[21] McLaughlin, K. A., & King, K. (2015). Developmental Trajectories of Anxiety and Depression in Adolescence. Journal of Child Psychology and Psychiatry, 56, 793-805.
[22] Minuchin, S. (1974). Families and Family Therapy. Harvard University Press.
[23] Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky Families: Family Social Environments and the Mental and Physical Health of Offspring. Psychological Bulletin, 128, 330-366.
https://doi.org/10.1037/0033-2909.128.2.330
[24] Ryan, A. M., & Patrick, H. (2001). The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement. Journal of Educational Psychology, 93, 554-565.
[25] Yap, M. B. H., & Jorm, A. F. (2015). Parental Factors Associated with Childhood Anxiety, Depression, and Internalizing Problems: A Systematic Review and Meta-Analysis. Journal of Affective Disorders, 175, 424-440.
https://doi.org/10.1016/j.jad.2015.01.050
[26] Zung, W. W. K. (1965). A Self-Rating Depression Scale. Archives of General Psychiatry, 12, 63-70.
https://doi.org/10.1001/archpsyc.1965.01720310065008
[27] Zung, W. W. K. (1971). A Rating Instrument for Anxiety Disorders. Psychosomatics, 12, 371-379.
https://doi.org/10.1016/s0033-3182(71)71479-0