学业成绩对中国顶尖大学学生抑郁和主观幸福感的纵向影响

摘要(中文译文)

在高等教育这一关键的人生过渡阶段，学业表现与心理健康是影响大学生个人成长和未来职业发展的两个关键因素。值得注意的是，关于学业表现与心理健康之间是否存在双向关系，学界仍存在争议，且现有研究缺乏来自中国顶尖高校学生的纵向证据。作为心理健康的关键指标，抑郁、主观幸福感与学业表现之间的动态关系值得进一步探究。本研究利用“北京大学生追踪调查”两轮数据，该调查是2009年启动的一项针对北京大学生的大规模纵向研究。研究以中国北京五所顶尖高校的874名学生为样本，采用交叉滞后模型考察抑郁、主观幸福感与学业表现之间的纵向双向关系。结果表明，学业表现与抑郁呈负相关，与主观幸福感呈正相关。交叉滞后分析进一步表明，先前的学业表现可以预测随后的抑郁（β = -0.066，p < 0.1）和主观幸福感（β = 0.082，p < 0.05），但反向预测关系的证据不足（p > 0.1）。这些发现表明，对于中国顶尖高校的学生而言，学业表现是其后心理健康状况的重要前因。结论强调，顶尖高校应重视加强学业支持以促进心理健康，并为构建学业与心理协同的支持体系以及促进行为改变的健康传播策略提供了实证依据。

Abstract

During the critical life transition of higher education, academic performance and mental health are two key factors that influence college students' personal growth and future career development. Notably, there is ongoing debate regarding whether a bidirectional relationship exists between academic performance and mental health, and existing research lacks longitudinal evidence from students in China's elite universities. As key indicators of mental health, the dynamic relationship between depression, subjective well-being, and academic performance warrants further investigation. This study utilizes data from two waves of the Beijing College Students Panel Survey, a large-scale longitudinal study of university students in Beijing that was launched in 2009. Using a sample of 874 students from five elite universities in Beijing, China, the study employed a cross-lagged model to examine the longitudinal bidirectional relationship between depression, subjective well-being and academic performance. The results show that academic performance is negatively correlated with depression and positively correlated with subjective well-being. Cross-lagged analysis further indicates that prior academic performance can predict subsequent depression ( = -0.066, < 0.1) and subjective well-being ( = 0.082, < 0.05), but there is insufficient evidence for the reverse predictive relationship ( > 0.1). These findings suggest that, for students in China's elite universities, academic performance is a significant antecedent of subsequent mental health status. The conclusions emphasize the importance of enhancing academic support in elite universities to promote mental health and provide empirical evidence for constructing a collaborative support system that integrates academic and psychological aspects, as well as health communication strategies for behavioral change.

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