Research On The Relation Among Depression, Class Environment And Attributional Style Of Middle School Student

Depression is always one of the main performances of the unhealthy mentalstatus of people and it is also the focus of many researchers. Nowadays, it has alreadybeen listed in the killer list which would seriously threaten the health of people in the21stcentury. I take junior high school students as the research object in this article.Facing the violent conflict of the adult sense and the reality and the burden caused bystudy and human relationship in the ambivalent phase of youth development, juniorhigh school students’ burden sense has been deepened and they become the leadingpopulation who has the sense of depression. So as to the factors affecting depression,they can be divided into two major categories of external environment and internalenvironment. This research proceeds from the class of junior high school students inthe school. In the face of the academic and day-to-day classmate relationship, theircognitive evaluation of success and failure will inevitably affect the generation anddevelopment of their depression.On the basis of the existing literature, there are the subjects who are studentsranging from the first grade to the third grade in two junior high schools in this article.I adopted the questionnaire method with the valid ones of685to get to know thedepression status, class environment and individual cognitive attribution, on the basisof which, the relationship of the three was mainly studied. The conclusion of thisstudy is as below：The overall depression status of the junior high school students of the twoschools is described by (CES-D) with the finding that there is high detection rate ofdepression and there are the differences of gender, school and the only-child or not.The class environment quo of the two junior high schools is described in the MyClass Scale with the finding that there are differences of school and nationality whichis in line with expectation hypothesis.The attribution preferences of the students of the2junior high schools isdescribed through the A number of Attribution Questionnaire with the finding thatthere are differences of nationality and school which meets the expectationhypothesis. By the method of AMOS20.0, that the regulation effect of attribution pattern isnot obvious between the class environment and the depression status of students isfound. And attribution pattern did not play a regulatory role to the relationship of thetwo.In order to clear the logical relationship of the classroom environment anddepression, the attribution pattern is analyzed as the intervening variable to do theanalysis of intermediary effect with the result of partly-not-full-mediation. In terms ofacademic achievement attribution, the mediating effect is notable between the classenvironment and depression.