中学生正处于身心发展的关键时期，其心理健康一直备受社会各界的关注。教育部等十七部门联合印发的《全面加强和改进新时代学生心理健康工作专项行动计划（2023-2025年）》指出，随着经济社会快速发展以及学生成长环境的不断变化，学生心理健康问题更加凸显，要把心理健康工作质量作为衡量教育发展水平、办学治校能力和人才培养质量的重要指标，促进学生身心健康。关注和促进中学生心理健康发展，不仅有助于其塑造健全人格，而且对个体和整个社会的和谐发展都具有重要作用。

       传统上，心理健康的定义是以精神病理为基础的，即如果个体没有出现精神病理现象，就可以认为其心理是健康的，这种观点影响了人们对心理健康状况的全面评估。心理健康双因素模型将心理健康描述为由幸福感和精神病理学这两个独立但又相互关联的概念构成，弥补了传统心理健康模型的缺陷。使用双因素方法来探究青少年心理健康的研究，最常用的方法是合理确定分界点，以界定在幸福感和精神病理学两个维度上各不相同的心理健康群体。但以变量为中心的方法并不能区分出人群的异质性。

       抑郁是当前中学生尤为突出的心理健康问题之一，会对个体的心理功能造成负面影响。而生活满意度被认为是最佳心理功能的重要指标之一，低生活满意度与暴力行为、同伴侵害等不良行为有关。因此，以抑郁和生活满意度作为心理健康双因素模型的简化指标，采用以人为中心的方法，探讨中学生心理健康的现状及其影响因素具有重要的现实意义。

       个体与环境的交互作用理论认为，个体的成长不仅仅受到其外部生长环境的影响，同时内部自身的特质也起到非常重要的作用。家庭是个体接触最早、影响最深远的重要微环境系统，而父母教养方式是众多家庭因素中最直接的因素。其中，父母心理控制作为一种具有侵入性、操纵性的教养方式，与青少年的适应不良密切相关。核心自我评价是个体对自我能力和价值所持有的最基本的评价和估计，是其他所有评价的基础，低核心自我评价者容易出现抑郁。另外，随着社会的快速发展和变革，中学生面临的心理压力和挑战也在不断增加。心理灵活性作为个体利用资源来应对压力和挑战的能力，对于中学生来说尤为重要。研究中学生心理灵活性不仅有助于解决其心理健康问题，也为未来社会培养具有适应能力的青少年提供了有力支持。

       鉴于此，当前研究将心理健康双因素模型作为框架，选取抑郁和生活满意度为指标，运用潜在剖面分析的方法区分出不同的心理健康人群，并运用多元Logistic回归分析探讨人口学变量（性别、学段）、父母心理控制、核心自我评价和心理灵活性对中学生心理健康潜在剖面的预测作用。参与者是来自北京、河南、四川、云南四个城市的1030名中学生，他们在课堂上完成了纸质版问卷调查。采用SPSS 25.0和Mplus 8.3对数据进行整理、分析，得到如下研究结果：

      （1）中学生的心理健康可分为四个亚组：健康者（低抑郁高生活满意度，39.6%）、易感者（低抑郁低生活满意度，25.6%）、亚健康者（较高抑郁较低生活满意度，24.8%）、疾患者（高抑郁低生活满意度，10.0%）；（2）女生比男生更可能属于亚健康者或疾患者而非健康者，但在成为易感者（与健康者相比）的可能性上，男女并没有显著差异；（3）高中生比初中生更可能属于易感者、亚健康者或疾患者，而非健康者；（4）父母心理控制可以显著预测中学生心理健康的潜在剖面。父母心理控制水平每提升一个单位，中学生属于易感者、亚健康者或疾患者的可能性分别提高2%、3%、5%（与健康者相比）；（5）核心自我评价可以显著预测中学生心理健康的潜在剖面。核心自我评价水平每提升一个单位，中学生属于易感者、亚健康者或疾患者的概率分别降低24%、28%、43%（与健康者相比）；（6）心理灵活性可以显著预测中学生心理健康的潜在剖面。心理灵活性水平每提升一个单位，中学生属于亚健康者、疾患者的概率分别降低16%、28%（与健康者相比；但易感者与健康者相比，没有显著差异）。这些发现对于制定针对中学生不同心理健康状况的预防策略和干预政策具有重要意义。

    Secondary school students are in a critical period of physical and mental development, and their mental health has always been of great concern to all sectors of society. The Special Action Plan for Comprehensively Strengthening and Improving Students' Mental Health in the New Era (2023-2025) issued by the Ministry of Education and 17 other departments points out that, with the rapid economic and social development and the constant changes in the environment in which students grow up, the problem of students' mental health has become more prominent, and that we should take the quality of mental health work as an important indicator for measuring the level of educational development, the ability to run and govern schools, and the quality of talent cultivation. Promote students' physical and mental health. Paying attention to and promoting the mental health development of secondary school students not only helps them shape a sound personality, but also plays an important role in the harmonious development of the individual and society as a whole.

   Traditionally, mental health has been defined on the basis of psychopathology, i.e., an individual can be considered psychologically healthy if he or she is not experiencing psychopathology, a view that has influenced the overall assessment of mental health status. The dual-factor model of mental health describes mental health as two independent but interrelated concepts of well-being and psychopathology. This model can make up for the shortcomings of traditional mental health models. Using the two-factor approach to explore adolescent mental health have most often rationalised cut-off points to define mental health groups that differ on the dimensions of well-being and psychopathology. However, a variable-centred approach does not distinguish the heterogeneity of the population.

    Depression is one of the most prominent mental health problems among secondary school students today, which can negatively affect an individual's psychological functioning and increase his or her risk of developing depression or even suicide in adulthood. Whereas life satisfaction is considered to be one of the most important indicators of optimal psychological functioning, low life satisfaction is associated with negative emotions or maladaptive behaviours such as violent behaviours, peer aggression, and suicidal tendencies. Therefore, it is of great practical significance to explore the current situation of secondary school students' mental health and its influencing factors by adopting a person-centred approach using depression and life satisfaction as simplified indicators of the two-factor model of mental health.

    Individual-environment interaction theory suggests that an individual's growth is not only influenced by the environment in which he or she grows, but also by his or her own internal traits. Family is the earliest and most influential microenvironmental system, and parenting style is the most direct factor among many family factors. Among them, parental psychological control, as an intrusive and manipulative parenting style, is closely related to adolescent maladjustment. Core self-evaluation is the most basic evaluation and estimation of self-competence and value held by an individual, which is the basis of all other evaluations, and those with low core self-evaluation are prone to depression. In addition, with the rapid development and changes in society, the psychological pressures and challenges faced by secondary school students are increasing. Psychological flexibility, as an individual's ability to use resources to cope with stress and challenges, is particularly important for secondary school students. Studying the psychological flexibility of secondary school students not only helps to solve their mental health problems, but also provides a strong support for the future society to cultivate adolescents with adaptive abilities.

    In view of this, the current study used the dual-factor model of mental health as a framework, selected depression and life satisfaction as indicators, used potential profile analysis to distinguish different mental health populations, and used multivariate logistic regression analyses to explore the predictive roles of demographic variables (gender, grade), parental psychological control, core self-evaluation, and psychological flexibility on the potential profiles of middle school students’ mental health. The participants were 1,030 middle school students from four cities, Beijing, Henan, Sichuan, and Yunnan, who completed a paper version of the questionnaire in class. SPSS 25.0 and Mplus 8.3 were used to collate and analyze the data to obtain the following findings:

    The mental health of middle school students was divided into four subgroups: healthy (low depression and high life satisfaction, 39.6%), vulnerable (low depression and low life satisfaction, 25.6%), sub-healthy (higher depression and lower life satisfaction, 24.8%), and troubled (high depression and low life satisfaction, 10.0%); (2) Girls were more likely than boys to be sub-healthy or troubled rather than healthy, but there was no significant difference in the likelihood of being vulnerable (compared to healthy); (3) Senior school students are more likely than junior school students to be among the vulnerable, sub-healthy, or troubled than among the healthy; (4) Parental psychological control significantly predicted the underlying profiles of middle school students’ mental health. For every unit increase in parental psychological control, middle school students were 2%, 3%, 5% more likely to be vulnerable, sub-healthy, or troubled (compared to healthy individuals); (5) Core self-assessment significantly predicted potential profiles of middle school students’mental health. For every unit increase in core self-evaluation, the probability of belonging to the vulnerable, sub-healthy, or troubled categories decreased by 24%, 28%, 43%, respectively (compared with healthy); (6) Psychological flexibility significantly predicted the potential profile of mental health among secondary school students. For every unit increase in psychological flexibility, the probability of belonging to the sub-healthy or troubled decreased by 16% and 28% for middle school students, respectively (compared to healthy; however, no significant difference in probability was observed between vulnerable and healthy). These findings have important implications for the development of prevention strategies and intervention policies for different mental health conditions among middle school students.