中学生处于成长与发育的关键阶段，在这一阶段由于个体心智发展不够完善，极易受到个人成长经历和周围环境的影响而出现各种心理问题，从而妨碍他们的健康成长与持续发展。同伴是中学生成长发展阶段重要的参与者，在青春期对个体的影响甚至超过家庭的影响，同伴关系也很大程度上塑造着群体中的成员，良好的同伴关系可以帮助中学生更好适应学校生活，完善个体认知发展，促进形成良好的同伴友谊。而同伴关系失调则会导致个体出现心理健康问题，偏差行为等。 

中学生的焦虑抑郁问题是学界研究者们关注的焦点话题，但对于由同伴排斥所引起的焦虑抑郁情绪的相关研究还不够全面，本研究以中学生为研究对象，选取初高中学生进行调查研究，探讨在校园当中存在的同伴群体排斥问题对个体的焦虑抑郁所产生的影响，以及疏离感在其中起到的中介作用，丰富关于中学生焦虑抑郁影响因素的视角，为后续研究提供参考，为开展预防、干预措施提供理论支撑。

本研究通过方便抽样的方法，从河南省某市的初中和高中抽取1011名学生为被试，采用问卷法收集数据。测量工具包括同伴排斥量表、焦虑抑郁量表和疏离感量表。并运用spss26.0进行数据统计分析。

研究结果显示：（1）中学生群体在人口学变量统计上存在显著差异。在性别方面：同伴排斥的发生率上存在明显差异，男性同伴排斥得分比女性同伴排斥得分高。男性和女性的焦虑、抑郁程度存在明显差异。男性的焦虑抑郁程度高于女性。在疏离感方面不存在显著差异。在年级方面：不同年级的同伴排斥发生率和焦虑抑郁情绪上存在显著差异。高年级学生比低年级学生更容易产生焦虑抑郁情绪。在是否是独生子女方面：中学生群体在同伴排斥的发生率上均存在显著性差异。非独生子女中学生的同伴排斥水平明显高于独生子女中学生。中学生群体的疏离感水平存在明显的不同。非独生子女中学生的疏离感水平明显高于独生子女中学生。而焦虑抑郁情绪方面的差异并不明显。在是否寄宿方面：中学生群体在同伴排斥上都存在明显差异。寄宿中学生同伴排斥得分低，非寄宿中学生群体同伴排斥得分高。学生的焦虑水平和抑郁水平存在显著差异，没有寄宿的学生的焦虑和抑 郁水平明显更高。而疏离感不存在显著差异。（2）中学生同伴排斥，疏离感和焦虑抑郁情绪，三者呈现显著相关关系，同伴排斥能够直接预测焦虑抑郁，并且疏离感在两者之间发挥中介作用。

本研究结论为：（1）同伴排斥、疏离感和焦虑抑郁三个变量在人口学变量中部分变量上存在差异。（2）中学生存在一定的同伴排斥问题；疏离感整体情况表现良好；中学生表现出一定程度的焦虑抑郁问题。（3）中学生同伴排斥能够正向预测焦虑抑郁。同伴群体中个体感受到的同伴排斥程度越高，其焦虑抑郁情绪的程度也越高。（4）中学生疏离感在同伴排斥和焦虑抑郁情绪之间起部分中介作用。

从社会工作的视角出发，应从以下几个方面重点深入分析，提高融入同伴群体的能力、改善人际沟通的能力，调节心理活动的能力。并根据数据分析结果中性别、是否独生子女，是否寄宿等人口学因素，提出有针对性的建议，研究启示具体分为四个方面：一、调节心理活动，改善焦虑抑郁，提高社交能力，开展提升社交的小组工作，在改善人际沟通能力的基础上进一步减轻焦虑抑郁。二、关注不同性别群体尤其是女性群体的同伴关系和焦虑抑郁情况，并有针对性的开展相应活动课程。三、向中学生女生介绍有关青春期的生理与心理变化，并且通过宣传有关的科学常识，来引导她们建立良好的价值观，从而让她们拥有良好的身心状态，从而获取成功的未来。同样，对于男性，也有责任通过专业的心理辅导，来培养他们的责任感，从而获取成功的未来，并且获取良好的成长环境。教会如何进行有效的人际互动，减少被他人拒绝和疏远的可能性。

Adolescents are at a critical stage of growth and development. During this stage， due to their imperfect mental development， they are vulnerable to various psychological problems caused by their personal growth experiences and surrounding environment， which hinder their healthy growth and sustainable development. Good peer relationships can help adolescents adapt to school life， improve their cognitive development， and promote the formation of good peer friendships. In contrast， dysfunctional peer relationships can lead to mental health problems and deviant behaviors. 

A summary of the relevant literature shows that there is a significant correlation between peer rejection and alienation. Furthermore， the effect of group peer rejection on alienation is likely to lead to produce behavioral problems for adolescents and have an impact on their mental health. A review of studies on alienation and anxiety and depression revealed that alienation plays a mediating role in many studies on anxiety and depression. Therefore， the present， study sought to examine the role of alienation in peer rejection and anxiety-depression in adolescents. The present study investigates the effects of peer rejection on anxiety and depression in adolescents， and the mediating role of alienation in this study. The present study is intended to enrich the perspective on the factors influencing adolescent anxiety and depression， and to provide a reference for subsequent research and a theoretical basis for targeted prevention and intervention measures.

In the present， we measure peer rejection， anxiety and depression， and alienation among junior and senior high school students and examine their relationships. We also examine the mediating role of alienation in the effect of peer rejection on anxiety and depression. By means of convenience sampling， 1011 students were recruited from several junior and senior high schools in a city of Henan Province. They filled out the peer rejection scale， anxiety-depression scale and alienation scale were used for data collection. The data were statistically analyzed with SPSS26.0.

The results of the study showed that (1) there were statistically significant differences in demographic variables between the groups of secondary school students. In terms of gender: there were significant differences in the prevalence of peer rejection, and male peer rejection scores were higher than female peer rejection scores. There was a significant difference in the level of anxiety and depression between males and females. The level of anxiety and depression was higher in males than in females. There was no significant difference in the sense of alienation. In terms of grade level: there was a significant difference in the incidence of peer rejection and anxiety and depression by grade level. Upper grade students were more likely to be anxious and depressed than lower grade students. In terms of being an only child or not: there were significant differences in the prevalence of peer rejection among all groups of secondary school students. The level of peer rejection was significantly higher among non-only child secondary school students than among only child secondary school students. There were significant differences in the levels of alienation among the secondary school student groups. The level of alienation was significantly higher among non-one-child secondary school students than among one-child secondary school students. The difference in anxiety and depression was not significant. In terms of whether they boarded or not: there were significant differences in peer rejection among all groups of secondary school students. Boarding middle school students had low peer rejection scores and non-boarding middle school student groups had high peer rejection scores. There were significant differences in anxiety and depression levels, with non-boarding students having significantly higher levels of anxiety and depression. There was no significant difference in alienation. (2) Peer rejection, alienation, and anxiety and depression were significantly correlated, with peer rejection directly predicting anxiety and depression, and alienation mediating the relationship.

This study concluded that (1) the three variables of peer rejection, alienation and anxiety-depression differed in some of the demographic variables. (2) Secondary school students have some problems with peer rejection; the overall situation of alienation is good; secondary school students show some degree of anxiety and depression. (3) Peer rejection among secondary school students positively predicted anxiety and depression. The higher the degree of peer rejection felt by individuals in the peer group, the higher the degree of their anxiety and depression. (4) Secondary school students' feelings of alienation partially mediated the relationship between peer rejection and anxious-depressed mood.From the perspective of social work， in-depth analysis should be focused on the following aspects： improving adolescents’ abilities to fit in peer groups， improving their interpersonal communication skills， and regulating their mental activities. Suggestions are proposed based on the results of the analysis of the demographic factors， such as gender， whether being one child or not， and whether boarding or not. First， it is important for adolescents to regulate their mental activities， reduce their anxiety and depression， promote their communication skills， and perform group tasks. Second， it is especially important to promote female adolescents’ communication skills. Third， it is important to promote female adolescents’ physical and mental health through education and training so that they will be successful in the future. It is also important for male adolescents to develop a sense of responsibility through education and training so that they will be successful in the future. It is important to teach adolescents how to interact with other people and reduce the possibility of being rejected and alienated by them. Fourth， it is necessary for professional social workers to work with adolescents on a case-by-case basis or a group basis. It is also important for them to help non-boarding adolescents to fit in groups. At school， teachers should pay more attention to those non-boarding adolescents， care about their physical health and mental health， detect abnormalities， and respond to them in a timely manner. At home， parents should give more care and support to promote their children’s willpower and help them form correct values.