Abstract

Objective: To examine associations between risks and resources in predicting college students’ depressive symptoms at the beginning of one semester and change over the semester. Participants: Participants were undergraduate students taking human development courses at one of 11 universities in the U.S. (N = 854). Methods: Survey data were collected at the beginning and end of the semester. Results: Experiencing more direct abusive or neglectful adverse childhood experiences (ACEs), and attachment preoccupation were associated with higher depressive symptoms at the beginning of the semester. Conversely, greater mindful awareness and attachment security were associated with lower initial depressive symptoms. Experiences of ACEs were associated with increases in depressive symptoms, as were higher levels of attachment dismissiveness. Greater mindful acceptance was associated with decreases in depressive symptoms. In most analyses, resources did not moderate the associations between ACEs and depressive symptoms. Conclusions: Results may inform instructors and counselors in supporting students’ well-being.

摘要

目的：探讨风险与资源之间的关联，以预测大学生学期初的抑郁症状和整个学期的变化。参与者：参与者是在美国 11 所大学之一选修人类发展课程的本科生 ( N  = 854)。方法：在学期开始和结束时收集调查数据。结果：经历更直接的虐待或忽视的不良童年经历（ACE）和依恋关注与学期开始时更高的抑郁症状相关。相反，更高的正念意识和依恋安全感与较低的初始抑郁症状相关。ACE 经历与抑郁症状的增加有关，依恋轻视程度也较高。更大的正念接受与抑郁症状的减少有关。在大多数分析中，资源并没有调节 ACE 与抑郁症状之间的关联。结论：结果可以为教师和辅导员提供支持学生福祉的信息。