| Depression is a human burdened mental illness with a wide age distribution,high frequency of occurrence,difficulty in healing,and strong recurrence.With the rapid development of society,people's life rhythm has obviously accelerated,lifestyle has become increasingly complex,the competitive pressure of the whole society has also increased substantially,and the risk of depression in ordinary people has also increased.In recent years,the age of depression tends to be obvious.Middle school students are in a transitional period from adolescence to adulthood.The challenges and burdens that need to be faced in this growth process are very arduous,resulting in high-incidence groups for depression in secondary schools.It is worthy to reflect that a large number of depressed adolescents have not been diagnosed and treated in a timely manner,and the study of depression characteristics,influencing factors and mechanism of middle school students will lay an important theoretical foundation for depression prevention and mental health improvement of middle school students.Today,the impact of cognitive factors on depression is highly valued.The classical theory of depression schema points out that depressed people have negative cognitive processing bias towards the world,the future and self,which is an important pathogenic factor for the occurrence and development of depression.Among them,negative self-cognition has the closest connection with individuals and the most profound impact.The middle school period is an important period of self-development,self-concept and self-pattern construction.Therefore,the research on the self-conceptual construction of information sources and their storage methods will be of great help to understand the self-development process of middle school students,especially for depressed middle school students,which has more important theoretical and practical significance.Self-appraisals and reflective self-appraisals as an important source of information for self-concept construction is an important part of the process of studying the formation of self-concept.In view of this,this paper will be carried out one by one from the following three aspects: Study I.preliminary discussion on the characteristics of depression and its influencing factors in middle school students.In order to understand the content of depression,gender differences,and age development characteristics of middle school students,and at the same time grasp the influence relationship of relevant factors,lay a foundation for further experimental research.Study 2,the study of the self-appraisals memory effect of depressed middle school students.A 3-factor mixed experiment design with 2 types of subjects(normal,depressed)×2 part of speech(positive,negative)×2 judgment method(R,K),focusing on whether there is a personality word in the first-person perspective of depressed middle school students Negative memory effect.Study III.Research on the memory effect of self-appraisals of students in depression.A 4-factor mixed experimental design using 2 subjects(normal,depressed)×2 part of speech(positive,negative)× 2 judgment method(R,K)×2 reflection object(mother,friend).Focus on whether the middle school students with depression have a negative memory effect on personality words from the perspective of third person,that is,whether there is a component of others in their negative self.Based on the above findings,it is found that:(1)Among middle school students(n=1005),the proportion of major depression was 24%;the total score of depression between boys and girls did not exist significantly.Difference,but girls are more likely to have severe depression than boys;the development process of depression in middle school students is fluctuating,and the overall trend is increasing with age.13-14 years old and 16-17 years old are middle school students with depressive symptoms.The key age needs to be focused.(2)The more severe the degree of depression,the lower the level of self-esteem,core self-evaluation,comprehension of social support,and relationship-based self-construction;the relationship-type self-construction to comprehend social support-self-esteem-depression and comprehension of social support-core self-evaluation-The intermediate process of depression plays a regulatory role.Individuals who exhibit high-relationship self-construction have more social support and thus higher self-esteem and core self-evaluation,which ultimately leads to lower levels of depression.(3)In the self-evaluation task,depressed middle school students have more recognition of negative words in the memorization stage,and the average response time of negative words tends to be shorter;in the recognition stage,junior high school students are negative.There was no significant difference between the depression index and the normal group in the R index of the word.The memory of the negative words in the depression group was significantly higher than that in the normal group.High school students have significant differences in the difference between the depression group and the normal group on the R index of negative words.In the total memory rate,the memory of negative words in the depression group is significantly higher than that in the normal group,while the positive words are opposite,indicating that they have negative self.Evaluation and memory bias.(4)In the self-evaluation task,the junior high school group did not find significant differences between the depression group and the control group in the knowledge recognition stage and the recognition stage.Only in the identification stage,the recognition of the positive words was significantly weaker than that of the control group.In the control group,the high school group showed that the depression group had more negative recognition for the negative words in the knowledge recognition stage;the negative evaluation memory bias was reflected in the reflection stage.The R/K and total memory rate of the middle school students in different reflective objects were not significantly different. |
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