The Effect Of Mindfulness-Based Cognitive Therapy On Weariness Of Middle School Students With Depressive Disorder

Objective:To understand the current situation of learning-weariness among middle school students with depressive disorders,the influencing factors of learning-weariness and the relationship between depression level,mindfulness level and learning-weariness,and to investigate the intervention effect of Mindfulness-Based Cognitive Therapy on learning-weariness among middle school students with depressive disorders,to alleviate the problem of learning-weariness among middle school students with depressive disorders,and to provide new ideas and directions for the psychological intervention of learning-weariness among middle school students with depressive disorders.Method:This study used questionnaires,scales and experimental interventions to examine the effects of Mindfulness-Based Cognitive Therapy on depressed middle school students’ aversion to school.A total of 153 depressed middle school students were administered the Self-administered General Information Questionnaire,the Self-Rating Depression Scale(SDS),the Five Facet Mindfulness Questionnaire(FFMQ)and the middle school students’ learning-weariness Scale to investigate the current status of learning-weariness and its factors,as well as the relationship between depression level,mindfulness level and learning-weariness level.64 subjects were completely randomly assigned to the Mindfulness-Based Cognitive group and the Treatment As Usual group.The Treatment As Usual group was treated with conventional medication for 8 weeks and patient education,while the Mindfulness-Based Cognitive group was treated with Mindfulness-Based Cognitive Therapy once a week for 8 weeks on top of Treatment As Usual.The two groups were assessed before and after the intervention using the self-administered General Information Questionnaire,the Self-Rating Depression Scale(SDS),the Self-Rating Anxiety Scale(SDS),the Five Facet Mindfulness Questionnaire(FFMQ)and the middle school students’ learning-weariness Scale.Excel,SPSS22.0 and Mplus8.3 software were applied for data processing and analysis.The main statistical methods were:descriptive analysis,correlation analysis,chi-square test,t-test,path analysis,etc.Results:1.The total score of 153 depressive disorder middle school students with learning-weariness investigated in this study was 3.18±0.49.105 students with learning-weariness were detected,and the detection rate of learning-weariness accounted for 68.6%of the total sample.2.The subjects’ scores on the 8 dimensions of the middle school students’learning-weariness scale were,in descending order of severity,learning-weariness mood(3.57±0.76),learning-weariness attitude self-reasons(3.38±0.62),specific behavioural manifestations of learning-weariness(3.33±0.66),learning-weariness personality traits(2.98±0.71),learning-weariness motivation(2.89±0.75),learning-weariness attitude family reasons(2.88±0.64),learning-weariness attitude school reasons(2.82±0.78),and learning-weariness attitude social reasons(2.51±0.90).3.Results of comparing general demographic information of depressive disorder learning-weariness and non-learning-weariness students:both on academic performance(x2=11.218,p=0.011),average daily hours spent online(t=2.508,p=0.014),whether taking medication(x2=17.03,p=0.000),length of medication(t=17.03,p=0.000)and conversion fluoxetine dose(t=4.598,p=0.000)were statistically significant differences in five factors.4.Depression level was significantly and mindfulness level correlated with learning-weariness(r=0.343,p<0.01);mindfulness level was significantly and negatively correlated with depression level(r=-0.512,p<0.01);mindfulness level was significantly and negatively correlated with suppression of learning-weariness(r=-0.321,p<0.01).5.The level of mindfulness partially mediated the relationship between depression and learning-weariness,with the mediating effect accounting for 29.45%of the total effect.6.Statistical analysis of the assessment data before and at the end of the 8-week intervention revealed that:(1)the differences between the pre-and post-test scores of depression,anxiety level,mindfulness level,total learning-weariness score and 8 dimensions of the middle school students’ learning-weariness scale in the MBCT group were statistically significant;(2)the differences between the pre-and post-test scores of depression level in the TAU group were statistically significant,while the differences between the pre-and post-test scores of anxiety level,mindfulness level,total learning-weariness score and 8 dimensions of the middle school students’learning-weariness scale in the TAU group were not statistically significant;(3)The results of the post-test showed that the MBCT group scored significantly lower than the TAU group in depression and anxiety,total score of learning-weariness and the six dimensions of learning-weariness:they are learning-weariness mood,specific behavioural manifestations of learning-weariness,learning-weariness personality traits,learning-weariness attitude self-reasons,learning-weariness attitude family reasons and learning-weariness attitude school reasons;the MBCT group scored significantly higher than the TAU group in the level of mindfulness;(4)Compared with the pre-and post-tests in the MBCT group,five students changed their academic status from suspended to enrolled;in the TAU group,there was no change in the number of students in each academic status compared with the pre-and post-tests.Conclusions:1.The problem of learning-weariness in middle school students with depression disorder is common and serious.2.There were significant differences between depressive disorder learning-weariness and non-learning-weariness students in terms of academic performance,average daily time spent on the Internet,whether they took medication,length of time taking medication and conversion of fluoxetine dose.3.There was a significant correlation between depression level,mindfulness level and learning-weariness among students with depression disorder.4.The level of mindfulness partially mediates the relationship between depression and learning-weariness.5.Mindfulness-Based Cognitive Therapy can effectively reduce the depression and anxiety level and learning-weariness level of students with depressive disorders,and significantly increase their mindfulness level.Further improvement of the learning-weariness problem requires the joint efforts of students,families,schools and society.