A HLM Study On The Influence Of Core Self-eveluation And Classroom Environment On Middle School Students' Depression

In recent years, middle-school students have been showing an upward trend of depression. Quality education has concerned about cultivating students' good psychological quality. In view of this situation, the study used research methods of social ecology, exploring the effect of individual factors and environmental factors affecting depression of middle-school students. The study did the survey of computer programming technology which can do data collection paperless with network. The first test samples were of 806 middle-school students. Translated Core Self-evaluation Scale (CSES) and other Scales were applied as measurement tools to explore the reliability and validity of translated core self-evaluation scale, and to revise the scale. The formal test sample was of 69 classes, with 3,134 students. Core Self-evaluation Scale (CSES), My Class Inventory, Center for Epidemiologic Studies Depression Scale (CES—D) were used in the test. The results show as followings: At the level of individual, core self-evaluation is a mediating variable on the effect of class environment on depression of middle-school students, especially that leaming burden which is one dimensions of class environment has got great the mediating effect value. It can be said learning burden mostly effects student depression through core self-evaluation which is a mediating variable. In class level, relationship between teachers and students, and learning burden of class environment have significant moderating effect on depression. Relationship between teachers and students can strengthen the negative correlation between core self-evaluation and depression, learning burden can weaken the negative correlation between core self-evaluation and depression. The other three class environment dimensions (relationship among students themselves, discipline and order, competition) haven't got significant moderating effect.