大学生负性注意偏向、解释偏向与抑郁的关系
A Study on the Relationship between Negative Attention Bias，Interpretation Bias and Depression in College Students
背景 在我国，大学生已成为罹患抑郁的高危人群。不良的注意偏向和解释偏向是抑郁发生和维持的重要因素。既往研究对抑郁个体的注意偏向和解释偏向的特点进行研究，但注意偏向和解释偏向作用于抑郁的机制仍有待揭示。目的 考察大学生负性注意偏向、解释偏向与抑郁之间的相关关系，并探索解释偏向在注意偏向与抑郁之间的中介效应和调节效应。方法 采用随机抽样法于2023年1—2月选取信阳学院66名大学生为研究对象，采用贝克抑郁量表（第2版）（BDI-Ⅱ）评估研究对象的抑郁症状，运用眼动仪记录研究对象的总注视时间偏向分数，发放解释偏向材料收集研究对象的解释偏向得分。相关性分析采用Spearman相关分析，使用PROCESS进行中介效应检验，使用线性回归进行解释偏向的调节作用检验。结果 大学生的BDI-Ⅱ得分与总注视时间偏向分数呈正相关（r=0.688，P<0.01），BDI-Ⅱ得分与相对解释偏向分数呈负相关（r=-0.731，P<0.01），总注视时间偏向分数与相对解释偏向分数呈负相关（r=-0.580，P<0.01）；解释偏向的间接效应值为0.278，占总效应的42%（95%CI：0.148-0.453），解释偏向的中介效应成立；总注视时间偏向分数与相对解释偏向分数的交互作用显著（β=-3.479，P<0.05），解释偏向的调节效应成立。结论 大学生负性注意偏向、解释偏向与抑郁三者存在显著相关；个体的负性注意偏向既可以直接影响抑郁，也可以通过解释偏向间接影响抑郁；解释偏向调节了负性注意偏向对抑郁的影响。
神经病学、精神病学医学研究方法
抑郁负性注意偏向解释偏向大学生
徐西良,程果,刘明矾,杨立昊.大学生负性注意偏向、解释偏向与抑郁的关系[EB/OL].(2025-08-18)[2025-11-05].https://chinaxiv.org/abs/202508.00245.点此复制
Background In Chinacollege students have become a high-risk group for depression. Maladaptive attentional bias and interpretation bias are significant factors contributing to the onset and maintenance of depression. Previous studies have examined the characteristics of attentional and interpretation biases in depressed individualsyet the mechanisms through which these biases influence depression remain unclear. Objective This study aimed to investigate the relationships between negative attentional biasinterpretation bias and depression among college studentsas well as to explore the mediating and moderating effects of interpretation bias in the association between attentional bias and depression. Methods Using a random sampling method66 university students from Xinyang University were selected as research participants between January and February 2023. The Beck Depression Inventory2nd EditionBDI- was used to assess the participants' depressive symptoms. An eye tracker was employed to record the participants' total gaze time bias scoresand bias interpretation materials were distributed to collect interpretation bias scores from the participants. The analysis of correlation was conducted using Spearman's correlation analysisthe mediation effect was tested using PROCESSand the moderating effect of interpretation bias was examined through linear regression. Results Depression scores were positively correlated with total gaze duration bias scoresr=0.688P<0.01and negatively correlated with relative interpretation bias scoresr=-0.731P<0.01. Additionallytotal gaze duration bias scores and relative interpretation bias scores showed a negative correlationr=-0.580P<0.01. The indirect effect of interpretation bias was 0.278accounting for 42% of the total effect95%CI0.1480.453confirming its mediating role. Furthermorethe interaction between total gaze duration bias and relative interpretation bias was significant=-3.479P<0.05indicating a moderating effect of interpretation bias. Conclusions Negative attentional bias interpretation bias and depression are significantly interrelated among college students. Negative attentional bias not only directly influences depression but also indirectly exacerbates it through interpretation bias. Moreoverinterpretation bias moderates the impact of attentional bias on depressionsuggesting that adaptive interpretation patterns may mitigate the adverse effects of negative attentional processing.
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