Preliminary Study On The Measurement, Mechanism And Intervention Of Depression In Middle School Students After Examination

Post-exam depression is a kind of test emotions,it refers to the experience of depression caused by the poor test scores.In this paper,three studies were conducted to explore the quantitative methods,mechanisms and intervention schemes of post-exam depression.In study 1,the classical mood scale and exam anxiety Scale were used to compile questions reflecting post-exam depression.A 5-point Likert scale was used to design a questionnaire and 8 classes of a high school in Nanning were tested anonymously.371 valid data were obtained.After item analysis,factor analysis and item expression effect control,a good reliability and validity of the depression scale was obtained.The obtained scale has 18 questions and one dimension.When scoring,the score of the reverse scoring question should be converted to calculate the total score.The scale had good synthetic reliability(?=0.747)and good structural validity(?~2/df=2.271,RMSEA=0.059,IFI=0.916,TLI=0.900,CFI=0.915).The depression Scale(CES-D10)and Spielberger Test Anxiety Scale(TAI)were used as the scales,and the correlation coefficients between c ES-D10 and TAI were 0.548 and 0.662,respectively.p<0.001).The 2nd study explored the possible mechanism of post-exam depression based on the diathesis-stress model.According to previous studies,the individual quality factors that affect the formation of post-exam depression are focused on academic self-esteem,which may be a mediating variable or a moderating variable for the relationship between test scores and post-exam depression.In this study,students from a middle school in Nanning were selected as subjects,and ye Chengcheng Academic Self-esteem Scale and self-compiled Post-exam Depression Scale were used as measurement tools to conduct real-name tests,and 403 valid samples were finally obtained.Test scores are converted into standard scores for students in their class as indicators of test scores.The mediating and moderating models were constructed to examine the relationship among test scores,academic self-esteem and post-test depression.Results:After controlling for gender and department of education(junior high school/senior high school),the mediating effect of academic self-esteem was significant,but the moderating effect was not significant.In study 3,an intervention program was designed according to the theory of self-affirmation.The experimental group and control group repeated measurement design were conducted with senior three students as subjects to verify the intervention effect of self-affirmation on post-examination depression and academic self-esteem.Experimental group I received one intervention(affirmation of academic values),and experimental group II received two interventions(affirmation of academic values+affirmation of personal positive traits).The intervention group did not receive substantive intervention.Results:Covariance analysis of post-test results showed that there was no significant difference between the experimental group I and the control group in terms of post-test depression,and the experimental group II was significantly lower than the other two groups(p<0.01).There was no significant difference in academic self-esteem among the three groups.Conclusion:The self-designed Post-exam depression Scale is a one dimensional scale with good reliability and validity,which can be used to measure post-exam depression.In the normal adolescent population,the mediating model can explain the relationship between test scores,academic self-esteem and post-test depression.Self-affirmation training has no immediate effect on the intervention of academic self-esteem,but has a significant effect on the intervention of post-examination depression,and the intervention program using personal positive trait reinforcement has a better effect.