The Relationship Between Negative Life Events And Depression In Senior High School Students:a Moderated Mediating Model

Senior high school students are in the adolescence of Eriksson’s theory of psychological development,facing the psychological conflict between self-identity and role confusion,and are prone to a variety of psychological problems caused by mood fluctuations,and at this stage,students’ psychological development is immature,their self-esteem is fragile and sensitive,and they are often troubled by interpersonal relationships and role conflicts.In addition,the living and learning environment of students affected by COVID-19 ’s epidemic situation is relatively closed and single.If you fail to find a reasonable way to vent,it is easy to be depressed.As one of the major diseases that constitute the global disease burden,depression not only endangers the academic development and quality of life of senior high school students,but also increases the risk of mental illness in adulthood.At present,our government attaches great importance to the prevention of depression among senior high school students,and clearly points out that depression screening should be included in the physical examination of students,and special mental health service measures should be taken.Therefore,in order to promote the mental health of senior high school students and ensure the smooth development of education,it is of great enlightening significance to explore the influencing factors and internal mechanism of depression of senior high school students.Based on the fine gravel model and protective factor model,this study constructs two regulated intermediary models.At the same time,the effects of negative life events,ruminant thinking and coping style(core self-evaluation/social support)on depression of senior high school students and the intermediary mechanism were investigated.The first regulatory intermediary is the core self-evaluation to regulate negative life events to affect high school students’ depression through ruminating thinking;the second regulatory intermediary is social support to regulate negative life events to affect high school students’ depression through ruminating thinking.A questionnaire survey was conducted among 1050 senior high school students from Luoyang.The results are as follows:(1)Negative life events can positively predict depression in senior high school students.That is the deeper the negative impact of negative life events on individuals,the higher the degree of depression of senior high school students.(2)Ruminant thinking plays an intermediary role between negative life events and depression.Negative life events positively predict depression of senior high school students,and negative life events and ruminant thinking positively predict depression.(3)Core self-evaluation regulates negative life events to affect the latter half of depression through ruminant thinking.In other words,the higher the core self-evaluation,the less the effect of ruminant thinking on depression.(4)Social support regulates the negative life events of senior high school students and affects the second half of depression through ruminating thinking.In other words,the more social support they received,the less the effect of ruminant thinking on depression.The results show that negative life events can positively predict depression in senior high school students,and ruminating thinking can mediate the relationship between negative life events and depression.both core self-evaluation and social support can regulate negative life events to affect the second half of depression through ruminant thinking.Therefore,this study calls on schools,parents,society and other relevant II to continue to pay attention to the negative events experienced by senior high school students,cultivate and improve students’ core self-evaluation,work together to give support and assistance to children,avoid high school students from falling into the "ruminant trap",and reduce the occurrence and development probability of depression to a certain extent.