BackgroundCurrently， the incidence of depression among teenagers is on the rise， and the related academic problems are becoming increasingly serious. Short video addiction has a negative impact on teenagers' emotional issues and academic achievements. However， few studies have explored the relationship between this addiction and the learning burnout of teenagers with depression， and even fewer have focused on the role paths of impulsivity and coping disposition in this process. ObjectiveTo explore the relationship between short video addiction and learning burnout in adolescent patients with depression， as well as the pathway of impulsivity and coping disposition， so as to provide references for the intervention of learning burnout in adolescent patients with depression. MethodsA total of 191 adolescent patients who were hospitalized at The Affiliated Brain Hospital of Guangzhou Medical University from December 2024 to April 2025 and met the diagnostic criteria for depression according to the International Classification of Diseases， tenth edition （ICD-10） were selected consecutively. The Short Video Addiction Measurement Scale （SVAMS）， the Brief Barratt Impulsiveness Scale （BBIS）， the Simplified Coping Style Questionnaire （SCSQ）， and the Adolescent Student Burnout Inventory （ASBI） were used for assessment. Pearson correlation analysis was employed to examine the correlations of the scores of each scale. Model 6 of the SPSS macro Process 4.2 was employed to analyze the chained mediation pathway of impulsivity and coping disposition between short video addiction and learning burnout. ResultsA total of 173 cases （90.58%） of adolescent patients with depression completed the valid questionnaire survey. Correlation analysis showed that SCSQ coping disposition score was negatively correlated with the SVAMS score， the BBIS score， and the ASBI score （r=-0.282， -0.341， -0.431， P<0.01）， the SVAMS score was positively correlated with the BBIS score and the ASBI score （r=0.339， 0.262， P<0.01）， and the BBIS score was positively correlated with the ASBI score （r=0.486， P<0.01）. The pathway analysis showed that the direct effect of short video addiction on learning burnout was not statistically significant， but the total effect and the indirect effect were statistically significant. The effect values were 0.275 （95% CI： 0.207–0.343） and 0.193 （95% CI： 0.143–0.246）， respectively， with the indirect effect accounting for 70.18%. Impulsivity and coping disposition both played independent mediating roles between short video addiction and learning burnout， with effect values of 0.122 （95% CI： 0.090–0.156） and 0.054 （95% CI： 0.032–0.079）， accounting for 44.36% and 19.64% of the total effect， respectively. The chained mediation effect of impulsivity and coping disposition was significant， with an effect value of 0.017 （95% CI： 0.011–0.026）， accounting for 6.18% of the total effect. ConclusionAlthough short video addiction does not directly affect learning burnout in adolescent patients with depression， it may indirectly influence learning burnout through independent and chain paths of impulsivity and coping disposition. ［Funded by Guangzhou Key Clinical Specialty （Clinical Medical Research Institute）］

Objective To explore the relationships of self-esteem, implicit self-esteem and perfectionism in the depressed patients. Methods Both of the depression group (n=50) and control group (n=45) completed the self-esteem scale (SES), the self-acceptance questionnaire (SAQ), the Chinese Frost multidimensional perfectionism scale (CFMPS), the implicit association test and the Raven’s Standard Progressive Matrices. The implicit association test were performed before (pre-IAT) and after (later-IAT) the Raven’s Standard Progressive Matrices. Results The SES score was lower in depression group than in control group (P=0.002). To the IAT score, the interaction effect of group and time achieved no statistically different (P=0.735). The group main effect of IAT was significant (P=0.001). The IAT score was higher in de?pression group than in control group (P=0.013). The time main effect was significant (P=0.033). The pre-IAT was higher than later-IAT (P=0.007). The depression group had higher scores of concern over mistakes (P=0.007) and doubt about action (P=0.006) dimension of CFMPS, and lower score of parental expectations (P=0.038) dimension than the control group. The later-IAT was negatively related with parental expectations dimension and the total score of CFMPS in the de?pression group (P<0.05). Depressed patients’SES and SAQ scores were negatively related with concern over mistakes and doubt about action dimension and the total score of CFMPS (P<0.05). Conclusion The instability of implicit self-es?teem of depressed patients is associated with negative perfectionism.