在成长过程中，儿童不仅会经历不良事件，也会经历积极事件，二者皆会对儿童的成长发展产生较为深远的影响。然而，以往研究更多把关注焦点聚焦在不良事件上，忽视了积极事件对儿童身心健康的影响，这就导致了理论研究与干预实践的片面性，基于此，本研究以常见的心理健康问题（焦虑和抑郁）为关注点，去探讨积极经历对其的影响，以及领悟社会支持在儿童期积极经历与大学生焦虑与抑郁间的调节作用。

本文旨在探讨儿童期积极经历、大学生焦虑、抑郁、领悟社会支持之间的关系，以及领悟社会支持的调节作用。采用方便抽样的方法选取参与者，在河南省某市、山东省某市和北京市的高校内，运用儿童期积极经历量表、领悟社会支持量表、抑郁-焦虑-压力自评量表进行测量，共回收1182份有效问卷。通过人口学差异分析、相关性分析、回归分析以及调节效应检验等数据处理方法，对问卷数据进行解析，研究结果显示：

（1）儿童期积极经历：大学生儿童期积极经历整体均分为8.66，最高分值为10，占比为46.1%，在留守经历（t=2.115，p<0.05）、家庭经济状况（F=11.552，p<0.001）、父母婚姻状况（F=6.963，p<0.001）这三个人口学变量上，存在显著差异：无留守经历的、家庭经济状况更好的、父母婚姻状况为初婚的大学生，其儿童期积极经历的得分更高；

（2）领悟社会支持：大学生领悟社会支持总体水平的均分为63.96，家庭维度的均分为21.44分，朋友维度的均分为21.24分，其他维度的均分为21.76分。“家庭支持、朋友支持、其他支持”在“性别、家庭居住地、家庭经济状况”方面均存在显著差异：女生、城市居住、富裕家庭的大学生群体，其领悟社会支持水平更高；在年级方面，朋友支持存在显著差异；在留守经历方面，只有朋友支持不存在显著差异；在父母婚姻状况方面，只有家庭支持存在显著差异，父母婚姻状况为初婚的群体，其家庭支持维度的得分最高。

（3）焦虑、抑郁：大学生焦虑的检出率为46.6%，中度焦虑的人数最多，占总人数的 22.7%；抑郁的检出率为32.2%，轻度抑郁的人数最多，占总人数的 17.4%。在“性别（t=2.819，p<0.01；t=3.293，p<0.01）、年级（F=2.241，p<0.01；F=7.417，p<0.01）、是否独生（t=1.918，p<0.05；t=2.135，p<0.05）、家庭经济状况（F=3.807，p<0.01；F=5.832，p<0.01）”这四个人口学变量上，焦虑和抑郁均存在显著差异；具体表现为男生、大四、独生子女、贫穷家庭的大学生群体，其焦虑、抑郁水平均显著高于其他群体。

（4）关系：儿童期积极经历与大学生焦虑水平（p＜0.01）、抑郁水平（p＜0.01）均呈负相关，与领悟社会支持及其三个维度呈正相关（p＜0.01）；领悟社会支持与大学生焦虑水平、抑郁水平均呈显著负相关（p＜0.01）；

（5）领悟社会支持的三个维度（家庭、朋友、其他）均在儿童期积极经历与大学生焦虑（B=-0.115，t=-5.725，p<0.001；B=-0.106，t=-5.093，p<0.001；B=-0.108，t=-5.219，p<0.001）、抑郁（B=-0.091，t=-5.258，p<0.001；B=-0.078，t=-4.324，p<0.001；B=-0.086，t=-4.798，p<0.001）之间起到调节作用。

本研究的主要结论为：儿童期积极经历能够负向预测大学生焦虑水平、抑郁水平；不同来源的领悟社会支持均在其中起到调节作用。对于拥有儿童期积极经历的个体来说，当个体感知到更高的领悟社会支持水平时，焦虑和抑郁得分要比那些领悟社会支持水平较低的个体低。

基于研究结论，本文从社会工作的视角出发，针对如何对儿童期积极经历进行早期干预提出相关建议，面向学校、家庭、社会环境等多个不同场域下的主体，如何通过社会工作专业方法关注儿童期积极经历获得，提出相关建议，具体方向包括：一方面是为儿童建设有利于获得积极经历的环境：丰富学校环境中的积极经历、认识到家庭内部积极体验的重要性、尤其是重点关注留守儿童、贫困家庭儿童等群体；多维度提高领悟社会支持能力；从积极视角介入，提高焦虑、抑郁大学生的心理健康水平。

In the process of growth, children experience not only adverse events but also positive events, both of which have a profound impact on their growth and development. However, past research has focused more on adverse events and overlooked the impact of positive events on children's psychological and mental health, which has led to one-sided theoretical research and intervention practices. The objective of this study was to investigate the impact of positive experiences in childhood, positive experiences in their childhood, and positive experiences in their university years.

In order to explore the relationship between positive childhood experiences, college students' anxiety and depression, and perceived social support, and the moderating effect of perceived social support on the independent and dependent variables. The participants were selected using a convenience sampling method, and 1182 valid questionnaires were collected using the Positive Childhood Experiences Scale, the Appreciative Social Support Scale, and the DASS-21 scale in a university in Henan Province, Shandong Province, and Beijing. The questionnaire data were analyzed through data processing methods，for instance, demographic difference analysis, correlation analysis, and regression analysis, and moderating effect examination, the outcomes of the research indicate that:

(1) Positive childhood experiences: the overall mean score of positive childhood experiences of college students was 8.66, with the highest score of 10, accounting for 46.1%, and there were three demographic variables, namely, experience of being left behind (t=2.115, p<0.05), family economic status (F=11.552, p<0.001), and parents' marital status (F=6.963, p<0.001) significant differences: college students who did not have a stay-at-home experience, who had better family economic status, and whose parents' marital status was first marriage had higher scores for positive childhood experiences;

(2) Appreciating social support: the mean score of college students' overall level of appreciating social support was 63.96, the mean score of family dimension was 21.44, the mean score of friend dimension was 21.24, and the mean score of other dimensions was 21.76. There are significant differences in "family support, friend support, and other support" in terms of "gender, family residence, and family economic status": college students who are female, have no experience of being left behind, live in cities, and are from wealthy families have higher levels of perceived social support; There are significant differences in friends' support in terms of grade; in terms of experience of being left behind, only friends' support is not significantly different; in terms of parents' marital status, only family support is significantly different, and the group whose parents' marital status is first marriage has the highest score in family support dimension.

(3) Anxiety and depression: The detection rate of anxiety among college students was 46.6%, and the number of moderate anxiety was the highest, accounting for 22.7% of the total number of students; the detection rate of depression was 32.2%, and the number of mild depression was the highest, accounting for 17.4% of the total number of students. The most frequent cases of mild depression were 17.4% of the total number of respondents. The results of the study were as follows: "gender (t=2.819, p<0.01; t=3.293, p<0.01), grade (F=2.241, p<0.01; F=7.417, p<0.01), whether the child was an only child (t=1.918, p<0.05; t=2.135, p<0.05), family economic status (t=3.807, p<0.05), and family economic status (t=3.807, p<0.05). 3.807, p<0.01; t=5.832, p<0.01)" were significantly different on all three demographic variables, anxiety and depression; specifically, the groups of college students who were male, senior, only child, and from poor families had significantly higher levels of anxiety and depression than the other groups.

(4) Relationships: positive childhood experiences were negatively correlated (p<0.01)with anxiety levels (p<0.01) and depression levels among college students, and positively correlated  (p<0.01) with apprehending social support and its three dimensions; apprehending social support was significantly negatively correlated (p<0.01)with anxiety levels and depression levels among college students;

(5) All three dimensions of apprehended social support (family, friends, and other) were positively experienced in childhood with college students' anxiety (B=-0.115, t=-5.725, p<0.001; B=-0.106, t=-5.093, p<0.001; B=-0.108, t=-5.219, p<0.001), depression (B=-0.091 , t=-5.258, p<0.001; B=-0.078, t=-4.324, p<0.001; B=-0.086, t=-4.798, p<0.001) play a moderating role between them.

The main findings of this study were that positive childhood experiences negatively predicted anxiety levels and depression levels in college students; all three dimensions of apprehending social support played a moderating role in this. For individuals with positive childhood experiences, anxiety and depression scores were lower than those with lower levels of perceived social support when individuals perceived higher levels of perceived social support.

Based on the findings of the study, this paper proposes recommendations on how to intervene early on positive childhood experiences from a social work perspective, and makes recommendations on how to focus on the acquisition of positive childhood experiences through a professional approach to social work for subjects in several different arenas, such as school, family, and social environment, with specific directions including, on the one hand, building an environment conducive to the acquisition of positive experiences for children: On the one hand, it is important to enrich positive experiences in the school environment, to recognize the importance of positive experiences within the family, and to focus especially on children left behind and children from poor families; to improve the ability to comprehend social support in multiple dimensions; and to improve the mental health of anxious and depressed college students by intervening from a positive perspective.