| Depression symptom is kind of sad mood caused by the individual behavior. It gets much along with the withdrawal, the body's discomfort, the society problem, thinking, attention, aggression, and the fault and so on. The college students' depression symptoms influent seriously on their learning, interpersonal communication and life. At the same time the high rate of the students' depression symptoms in the college shows us that the students' mental health is very seriously. The research on correlative relationship of self-efficacy and the college students' depression symptoms, discovering the influent characteristics on background and self-efficacy on the college students' depression symptoms and constructing the effect intervention mode are the key point to improve the depression symptoms. At the same time, it enriches the educational theory of the college students' mental health.This text adopt questionnaire method to survey 1,645 students of the Chongqing city and screen out 518 students at last, we get the results by means of regression analysis,path analysis,multiple analysis of variance(MANOVE), and so on. Based on the results and the correlative theory of mental quality, we construct education intervention mode to improve the self-efficacy. At the same time, we put up case intervention.These results of this study are as follows:1. The results indicate that self-efficacy, sex, parenting style, grade, family address and the father's educational background are the influence factors of the depression symptoms. Sex, parenting style, grade, family address and the father's educational background can influent separately to the depression symptoms pass self-efficacy, at the same time, self-efficacy and the parenting style, self-efficacy and the grade can influent to the depression symptoms as medium to each other. 2. Self-efficacy is one of the important factors to influent to the depression symptoms. The result made clear that the higher self-efficacy, the lower the depression symptoms.3. There is significant difference between the grade and the sex's interaction to the self-efficacy of the college student's depression symptoms. It incorporate that the girl student' depression symptoms has difference at the different level self-efficacy, so does the boy student. At the lower efficiency, the girl has significant difference to the boy student's depression symptoms; the boy is higher than the girl.4. There is significant difference on the interaction between the self-efficacy level and the parenting style. At the lower level, there is significant difference between the different parenting styles. On the different self-efficacy's level there is significant difference on the depression symptoms of the student affected by laissez fair parenting style, so does the authoritarian parenting style.5. on the interaction between the self-efficacy level and grade. Different grade student's depression symptoms are different. There is significant difference between each grade students' depression symptoms6. There is the difference that just is margin marked on the interaction between the self-efficacy level and family address. There is significant difference at the different self-efficacy level of the students from the country, and the students' from the city is on the contrary.7. Father's educational background gives the mediate influence to the depression symptoms via the self-efficacy. The results indicate that, at the lower level, the difference of different the father's educational background just is margin marked. There is significant difference on the students whose father just had studied in the primary school or even had not studied in the primary school. So does the students whose father had studied in the middle school.8. Based on these results and correlative mental theory, we construct the mode of educational intervention by means of improving the self-efficacy to cure the college students' depression symptoms. By means of case intervention, we validate this mode is feasible and effective.
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