4.7 Article

The effect of perceived stress on depression in college students: The role of emotion regulation and positive psychological capital

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FRONTIERS IN PSYCHOLOGY
卷 14, 期 -, 页码 -

出版社

FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2023.1110798

关键词

perceived stress; depression; emotion regulation; positive psychology capital; moderating effect

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This study aimed to explore the effect of perceived stress on depression in Chinese college students and proposed that both emotion regulation and positive psychological capital play a moderating role between the two. The results showed that cognitive reappraisal and positive psychological capital positively moderated the relationship between perceived stress and depression, with significant inhibitory effects on both high and low stress perceivers. These findings suggest that increasing the use of cognitive reappraisal strategies and encouraging the accumulation of positive psychological capital can help college students cope with the negative effects of perceived stress on depression. This study has theoretical and practical implications for rational interventions for depression among college students.
IntroductionCollege students have become a high prevalence group and vulnerable group of depression. The present study aims to explore the effect of perceived stress on depression in a sample of Chinese college students and proposes that both emotion regulation and positive psychological capital play a moderating role between the two, so as to provide rational intervention for the prevention of potential depression among college students. MethodIn this study, 1,267 college students (46.4% female) from a university in western China were selected for the study using a whole-group convenience sampling method. ResultsAfter controlling for gender, this study found that both cognitive reappraisal and positive psychological capital positively moderated the relationship between perceived stress and depression, and both significantly inhibited depression in high and low stress perceivers, and the inhibitory effect was more pronounced in high stress perceivers, but expression inhibition did not moderate the relationship between perceived stress and depression. DiscussionThe results suggest that college students can be helped to cope with the negative effects of perceived stress on depression by increasing the frequency of their use of cognitive reappraisal strategies and encouraging the accumulation of positive psychological capital. This study provides theoretical and practical implications for rational interventions for depression among college students.

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