Parallel multiple mediating effects of self-encouragement and discouragement in the relationship between depression and self-esteem in college students

SeiKyung Kim
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Abstract

Objectives The purpose of this study was to verify the parallel multiple mediating effects of cognitive-emo-tion-behavior, which were sub-factors of self-encouragement and self-discouragement, in the relationship be-tween depression and self-esteem in college students. Methods A survey was conducted on college students who voluntarily participated online, and all surveys were set as mandatory responses so that there was no unanswered response. The collected data were subjected to re-liability analysis, descriptive statistics of variables, and correlation analysis using the SPSS 26.0 statistical pro-gram, and the parallel multiple mediation model was verified using PROCESS Macro Model 4. Results First, college students' depression was negatively correlated with self-esteem and self-encouragement, and positively correlated with self-discouragement, and self-esteem was positively correlated with self-encour-agement and negatively correlated with self-discouragement. Second, in the relationship between depression and self-esteem in college students, the mediating effect of self-encouragement-cognition and self-encour-agement-emotion was significant, while the mediating effect of self-encouragement-behavior was not significant. The explanatory power of the model was 43.7%. Third, in the relationship between depression and self-esteem in college students, the mediating effects of self-discouragement-cognition and self-discourage-ment-behavior were significant, while the mediation effect of self-discouragement-emotion was not significant. The explanatory power of the model was 66.1%. Conclusions Through the results of this study, we confirmed the importance of cognition in improving self-es-teem and preventing decline in self-esteem in depressed college students, and confirmed that the factors that need to be intervened in self-encouragement and self-discouragement are different. In addition, rather than fo-cusing on self-encouragement, it was verified that there was a need to help prevent depressive symptoms from accelerating due to a decline in self-esteem. This study is significant in that it provided empirical evidence for con-structing an intervention program to improve the self-esteem of depressed college students.
在大学生抑郁与自尊的关系中,自我鼓励与挫折感的多重平行中介效应
目的 本研究旨在验证认知-情绪-行为(即自我鼓励和自我挫折的子因子)在大学生抑郁与自尊之间的关系中的平行多重中介效应。方法 对自愿参与在线调查的大学生进行调查,所有调查均设置为必答题,不存在无答案的情况。使用 SPSS 26.0 统计程序对收集到的数据进行再可靠性分析、变量描述性统计和相关性分析,并使用 PROCESS Macro Model 4 验证平行多重中介模型。结果 首先,大学生抑郁与自尊、自我鼓励呈负相关,与自我挫折呈正相关;自尊与自我鼓励呈正相关,与自我挫折呈负相关。其次,在大学生抑郁与自尊的关系中,自我鼓励-认知和自我鼓励-管理-情感的中介效应显著,而自我鼓励-行为的中介效应不显著。模型的解释力为 43.7%。第三,在大学生抑郁与自尊的关系中,自我挫折-认知和自我挫折-行为的中介效应显著,而自我挫折-情感的中介效应不显著。模型的解释力为 66.1%。结论 通过本研究的结果,我们证实了认知在改善抑郁症大学生自尊和防止自尊下降方面的重要性,并证实了自我鼓励和自我挫折需要干预的因素是不同的。此外,研究还证实,与其专注于自我鼓励,不如帮助预防抑郁症状因自尊下降而加速恶化。这项研究的重要意义在于,它为构建干预计划以改善抑郁大学生的自尊心提供了经验证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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