通讯机构：
[Zhou, Zong-kui] C;[You, Zhi-qi] H;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.;Hua Zhong Agr Univ, Dept Social Work, 1 Shizishan St, Wuhan 430070, Hubei Province, Peoples R China.
摘要：
BACKGROUND: The effects of gender, negative life events, and coping on depression have been well-documented. But depression is a heterogeneous syndrome of which the severity ranged from mild depression to major depression. This study aimed to investigate the specific effects of gender, negative life events, and coping on different stages of depression severity. METHOD: A total of 5989 students (aged 16-25 years, M=20.85, SD=0.58), recruited from six universities in the central region of China using the stratified cluster sampling method, completed Life Events Questionnaire, Coping Response Inventory, and Beck Depression Inventory-. RESULTS: Among the participants, 708 (11.8%) students presented different severity levels of depression. Gender, negative life events, positive coping, and negative coping all had significant effects on depression. That is, the possibility of being depressed was significantly higher in female university students, or students who had more negative life events, more negative coping, or positive coping. In terms of the different stages of depression severity, all these factors had significant effects on the stage from non- depression to mild depression; only gender, negative life events and positive coping had significant effects on the stage from mild depression to moderate depression; only gender had a significant effect on the stage from moderate depression to major depression. LIMITATIONS: The causal role of these factors on different stages of depression severity could not be inferred. Moreover, the participants were from a non-clinical population. CONCLUSIONS: The effects of gender, negative life events and coping varied in different stages of depression severity. The effects of life events and coping styles became insignificant with the increasing severity of depression, whereas the effect of gender remained significant. The results could provide guidance for the prevention, intervention, and treatment of depression.
摘要：
Studies have revealed that bullying victimization was a risk factor for symptoms of depression, however, less is known about the underlying processes that may mediate or moderate this relationship. This study examined the mediating effect of resilience and moderating effect of mindfulness in the relation between bullying victimization and symptoms of depression. 448 Chinese children in grade 3 to grade 6 were recruited to complete the revised Bully/Victim Questionnaire, the Chinese version of Center for Epidemiologic Studies Depression Scale for Children, the Child and Youth Resilience Measure, as well as the Child and Adolescent Mindfulness Measure. Results showed that resilience partially mediated the relation between bullying victimization and depressive symptoms. Besides, both the effect of bullying victimization on depressive symptoms and the mediating effect of resilience were moderated by mindfulness, and both of the two effects were stronger for children with low mindfulness. The present study can contribute to a better understanding of how and when bullying victimization increases the risk of depression. It suggests that early intervention concerning diminishing negative effects of bullying victimization may start with increasing individual resilience and mindfulness.
作者机构：
[Zhu, Caifeng] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.;[Sun, Xiaojun; Wei, Qi] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
会议名称：
International Symposium on Educational Technology (ISET)
摘要：
This paper aimed to design a model for blended learning based on cloud classroom. Central China Normal University carried out the instructional strategy of blended learning which based on could classroom, but many teachers find it difficult to design the blended learning model. To solve this problem, a blended learning model based on cloud classroom was built under the basic theory of constructivism and the design principles of blended learning. The model combined face-to-face teaching with online teaching, and made the curriculum interaction consistent. The model constructed in the research in order to have a positive influence on both teachers' perceptions and students' usage of cloud classroom. Finally, through the interview investigation, we found that blended learning improved students' performance but would increase the teachers' workload in some extent.
