儿童独处偏好与学业压力:抑郁的中介与人际情绪调节的缓冲作用OA

Objective:To explore the relationship,mechanism of action,and gender differences between children's early solitude preference and academic stress in the context of dual reduction.Methods:A survey was conducted on 1180 students from four primary schools in Shandong Province using the Self Rating Solitude Preference Scale(PSS),Child Depression Inventory(CDI),Academic Stress Perception Questionnaire(ASQ),and Interpersonal Emo-tional Regulation Questionnaire(IRQ).Results:There was a significant gender difference in academic stress among children in primary school(t=3.876,P＜0.001),with boys having significantly higher academic stress than girls;After controlling sex,the results of the Mesomeric effect test showed that the direct effect of solitude preference on academic stress was significant,the direct effect size value was 0.058.Depression had a significant Mesomeric effect between solitude preference and academic stress,the Mesomeric effect value was 0.168,and the Mesomeric effect ac-counted for 69.57％.Analysis of the moderating effect model shows that the interaction term"solitude preference x interpersonal emotional regulation"could negatively predict depression levels(β=-0.391,P＜0.001),indicating that the ability to regulate interpersonal emotions played a buffering role between solitude preference and depression lev-els.Conclusion:During childhood development,a preference for solitude can easily lead to individuals developing high-er levels of depression,thereby perceiving greater academic stress.At the same time,individuals with higher levels of interpersonal emotional regulation can alleviate depression levels by seeking social support,thereby buffering their impact on academic stress.