Study On The Relationship Between Academic Stress And Depression In High School Students:the Mediating Role Of Liver Depression And Spleen Deficiency And The Moderating Role Of Core Self-evaluation

During the high school period,students’ academic pressure and psychological pressure are further increased.Continuous high-intensity learning makes students physically and mentally tired,and they gradually begin to show symptoms related to liver depression and spleen deficiency,such as fatigue,sleep disorders,loss of appetite,dyspepsia,abdominal distension,weight loss,irregular stool,menstrual disorders and even amenorrhea.Depressed mood,slow thinking,reduced volitional activity,memory abnormalities,reduced concentration,prolonged reaction time,and negative self-evaluation are also associated with depression.Although most studies have shown that the right level of stress can stimulate motivation and motivation,if excessive stress can cause mental health damage to individuals.If students’ academic performance is not ideal for a long time,resulting in unable to achieve the expectations of teachers and parents,so that they lose interest and confidence in learning,anxiety,depression,remorse,guilt and other bad emotions,even harm their own lives.This paper will explore the specific relationship between academic stress and depression,combined with the theory of traditional Chinese medicine psychology and psychological theory,explore the two variables of liver depression and spleen deficiency and core self-evaluation in the relationship between academic stress and depression,in order to enrich the domestic research on academic stress and depression in high school students.This study mainly adopts the method of questionnaire survey,taking 675 high school students in Chengdu as the subjects,and using the Learning Stress Questionnaire for Middle School Students,the Depression Scale for Middle School Students,the Liver Stagnation and Spleen Deficiency Syndrome Grading Scale and the Core Self-Evaluation Scale as the measurement tools.SPSS 22.0 and Process plug-in data were used for processing and analysis,and the following conclusions were drawn:1.The overall academic pressure and depression of high school students are at moderate to severe level;Most high school students have the related symptoms of liver depression and spleen deficiency;The core self-evaluation of senior high school students is in the middle level.2.There are significant differences in the level of academic stress and depression among high school students in terms of gender,school,place of origin,whether they are the only child or not,and the length of daily exercise.3.The total score of academic stress was significantly positively correlated with the total score of liver depression,spleen deficiency and depression,and significantly negatively correlated with the core self-evaluation;There was a significant negative correlation between liver depression and spleen deficiency and core self-evaluation,and a significant positive correlation with total depression.There was a significant negative correlation between core self-evaluation and total depression score.4.Liver depression and spleen deficiency play a partial mediating role between academic stress and depression.5.The core self-evaluation regulates the second half of the mediating model of liver depression and spleen deficiency,that is,the relationship between liver depression and spleen deficiency and depression.