高校大学生生命意义感的演变模式及其与抑郁症状的关联

doi:10.12139/j.1672-0628.2025.03.009

摘要/Abstract

摘要：

为阐明生命意义感与抑郁症状之间的因果关系，探讨生命意义感的演变模式及其对抑郁症状检出率的影响，研究采用生命意义感问卷与抑郁症状筛查问卷对896名某高校大学生进行了间隔12个月2轮次的纵向调查。结果发现：(1)T1生命意义感可负向预测T2抑郁症状，而T1抑郁症状并不能显著预测T2生命意义感。(2)高校大学生生命意义感由T1到T2的演变模式可分为4类：持续低意义组、意义提升组、意义降低组和高意义稳定组，其抑郁症状检出率分别为13.00%、5.00%、12.00%、4.00%。(3)生命意义感演变模式对抑郁症状检出率存在显著影响。与高意义稳定组相比，持续低意义组和意义降低组的抑郁症状检出率显著较高。结果提示高校心理健康教育应重点关注持续低意义与意义降低群体，提高生命意义感是减少大学生抑郁症状检出率的有效干预途径。

关键词: 高校大学生, 生命意义感, 抑郁症状, 交叉滞后分析, 潜在剖面分析

Abstract:

This study aimed to clarify the causal relationship between meaning in life and depression symptoms, and to explore the evolutionary patterns of meaning in life, and assess its impact on the incidence of depressive symptoms. A two-wave longitudinal study with a 12-month interval was conducted among 896 university students recruited from one university. The Meaning in Life Questionnaire and the Depression Symptom Screening Questionnaire were administered. The findings showed that: 1) Meaning in life at T1 negatively predicted depression symptoms at T2. Conversely, depression symptoms at T1 did not significantly predict meaning in life at T2. 2) The evolutionary patterns of meaning in life from T1 to T2 could be categorized into four groups: sustained low meaning, meaning improvement, meaning reduction, and sustained high meaning. The incidence of depressive symptoms in these four groups was 13.00%, 5.00%, 12.00%, and 4.00%, respectively. 3) The evolutionary patterns of meaning in life significantly impacted the incidence of depressive symptoms. Compared to the sustained high meaning group, both the sustained low meaning group and the meaning reduction group exhibited significantly higher rates of depression symptoms. The results suggest that psychological health education in universities should focus on individuals with sustained low meaning or meaning reduction, and that enhancing meaning in life serves as an effective intervention approach to reducing the incidence of depression symptoms among university students.

Key words: university students, meaning in life, depression symptoms, cross-lagged analysis, latent profile analysis

于永菊, 何敏. 高校大学生生命意义感的演变模式及其与抑郁症状的关联[J]. 心理与行为研究, 2025, 23(3): 354-360.

Yongju YU, Min HE. The Evolutionary Pattern of Meaning in Life Among University Students and Its Association with Depressive Symptoms[J]. Studies of Psychology and Behavior, 2025, 23(3): 354-360.

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测量时间	模型	LL	AIC	BIC	aBIC	Entropy	BLRT (p)	LMR (p)	类别概率(%)
T1	1C	−14480.06	29000.11	29096.08	29032.56
	2C	−13500.33	27062.66	27211.40	27112.95	0.841	<0.001	<0.001	63.84/36.16
	3C	−12964.57	26013.14	26214.65	26081.27	0.925	0.026	0.027	65.07/4.24/30.69
	4C	−12690.78	25487.55	25741.84	25573.52	0.910	0.015	0.016	57.25/9.71/3.68/29.35
	5C	−12490.03	25108.05	25415.12	25211.87	0.888	0.048	0.050	1.67/10.49/11.83/49.44/26.56
T2	1C	−14574.72	29189.44	29285.40	29221.88
	2C	−13450.20	26962.40	27111.13	27012.68	0.857	<0.001	<0.001	61.83/38.17
	3C	−13034.49	26152.97	26354.49	26221.10	0.852	0.010	0.011	24.78/49.00/26.23
	4C	−12731.41	25568.83	25823.12	25654.80	0.876	0.071	0.073	3.02/25.05/44.77/27.17
	5C	−12541.33	25210.67	25517.73	25314.48	0.880	0.157	0.160	3.68/16.18/41.74/31.25/7.14

测量时间	模型	LL	AIC	BIC	aBIC	Entropy	BLRT (p)	LMR (p)	类别概率(%)
T1	1C	−14480.06	29000.11	29096.08	29032.56
	2C	−13500.33	27062.66	27211.40	27112.95	0.841	<0.001	<0.001	63.84/36.16
	3C	−12964.57	26013.14	26214.65	26081.27	0.925	0.026	0.027	65.07/4.24/30.69
	4C	−12690.78	25487.55	25741.84	25573.52	0.910	0.015	0.016	57.25/9.71/3.68/29.35
	5C	−12490.03	25108.05	25415.12	25211.87	0.888	0.048	0.050	1.67/10.49/11.83/49.44/26.56
T2	1C	−14574.72	29189.44	29285.40	29221.88
	2C	−13450.20	26962.40	27111.13	27012.68	0.857	<0.001	<0.001	61.83/38.17
	3C	−13034.49	26152.97	26354.49	26221.10	0.852	0.010	0.011	24.78/49.00/26.23
	4C	−12731.41	25568.83	25823.12	25654.80	0.876	0.071	0.073	3.02/25.05/44.77/27.17
	5C	−12541.33	25210.67	25517.73	25314.48	0.880	0.157	0.160	3.68/16.18/41.74/31.25/7.14

项目		T2
项目		Class21：低意义组	Class22：高意义组
T1	Class11：低意义组	442，49.30%	130，14.50%
T1	Class12：高意义组	112，12.50%	212，23.70%

项目		T2
项目		Class21：低意义组	Class22：高意义组
T1	Class11：低意义组	442，49.30%	130，14.50%
T1	Class12：高意义组	112，12.50%	212，23.70%

	演变模式	OR	95%CI	p
模型1	高意义稳定组	1.00
	持续低意义组	3.41	[1.65, 7.02]	0.001
	意义提升组	1.09	[0.38, 3.14]	0.871
	意义降低组	2.96	[1.23, 7.16]	0.016
模型2	高意义稳定组	1.00
	持续低意义组	3.48	[1.67, 7.26]	0.001
	意义提升组	1.13	[0.39, 3.26]	0.828
	意义降低组	3.05	[1.25, 7.40]	0.014
模型3	高意义稳定组	1.00
	持续低意义组	2.74	[1.28, 5.88]	0.010
	意义提升组	0.81	[0.27, 2.44]	0.708
	意义降低组	3.00	[1.19, 7.52]	0.019