Relationship between ruminative thinking, life events and learning value doubt among junior high school students
10.16835/j.cnki.1000-9817.2024081
- VernacularTitle:初中生反刍思维与生活事件和学习价值怀疑的关系
- Author:
XU Jing, FAN Chunlei, WANG Ligang, TAO Ting, GAO Wenbin
1
Author Information
1. Institute of Psychology, Chinese Academy of Sciences, Beijing (100101) , China
- Publication Type:Journal Article
- Keywords:
Rumination thinking;
Life change events;
Learning;
Mental health;
Students
- From:
Chinese Journal of School Health
2024;45(3):384-387
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the mediating effect of rumination between life events and learning value doubt among junior high school students, so as to provide reference for the psychological health education of junior high school students.
Methods:From March to July 2023, a total of 930 junior high school students from Guangdong, Jiangsu and Hebei were selected by a combination of convenient sampling methods. Participants completed the Scales of Value of Learning (SVL), Ruminative Response scale (RRS) and Adolescent Self rating Life Events Checklist (ASLEC). The t test and ANOVA were used for inter group comparisons and Pearson correlation analysis was used for correlation analysis and bootstrap method was used for mediating effect test.
Results:The life events of junior middle school students were positively correlated with learning value doubt ( r =0.18), rumination ( r = 0.65 ) and its three dimensions (brooding, reflective pondering, and symptom focused rumination) ( r =0.60, 0.59, 0.66). Learning value doubt was positively correlated with rumination ( r =0.15) and its three dimensions ( r =0.07, 0.13, 0.19) ( P <0.05).The symptom focused rumination (effect size=0.09, 95% CI =0.06-0.11) and brooding (effect size=-0.07, 95% CI =-0.09--0.04) dimensions partially mediated the relationship between life events and learning value doubt. In the two influential pathways, symptom focused rumination exerts a stronger impact, and the difference was statistically significant (effect size=0.15, 95% CI =0.11- 0.20 , excluding 0) ( P <0.05).
Conclusions:Life events experienced by junior high school students can positively predict learning value doubt through symptom focused rumination, and negatively predict learning value doubt through brooding. Active attention should be paid to the mental health status of junior high school students, intervene promptly when they experience life events, reduce symptom based rumination, and improve their learning enthusiasm.
