抑郁和偏差行为是目前中学阶段最常见的心理问题，严重影响青少年的身体和心理发展，并极易引发其他更为严重的不良行为（违法犯罪、自杀等行为），为社会、家庭和个人带来不可挽回的损失。因此，以中学生为研究对象，对中学生抑郁和偏差行为的危险因素和保护因素进行深入分析，有助于了解个体抑郁和偏差行为发生发展的心理机制，为保护个体的身心健康发展提供理论的依据和干预的途径、方法。本研究采用生态学的观点从个体因素和人际环境（父母、同伴、老师）因素出发考察不同类型的危险因素（偏差行为榜样危险、抑郁情绪榜样危险、冲突危险、压力危险）和保护因素（偏差行为控制保护、亲社会行为榜样保护、良好情绪榜样保护、支持保护）对中学生偏差行为和抑郁情绪的作用，探索保护因素的不同作用以及危险因素和保护因素的累积效应，在此基础上尝试建立环境因素、个体因素和偏差行为、抑郁之间的路径关系模型。本研究采用问卷法，以2120名初一到高三的中学生为研究对象。所采用的研究工具包括：结果变量的测查工具（流调中心用抑郁量表、中学生偏差行为调查表）、个体变量的测查工具（自我控制问卷、应对方式问卷、越轨容忍度问卷、自我概念问卷、亲社会行为问卷、学校适应问卷）、环境变量的测查工具（社会支持问卷、社会冲突问卷、对重要他人偏差行为的知觉问卷、对重要他人亲社会行为的知觉问卷、对重要他人情绪的知觉问卷、压力生活事件问卷、重要他人对偏差行为的控制问卷）。在本研究中各问卷均有良好的信度和效度。本研究的结果表明：1．中学生偏差行为和抑郁的年级与性别特点：中学生的偏差行为存在显著的年级差异和性别差异：年级越高，偏差行为的程度越严重；男生的偏差行为显著多于女生。中学生的抑郁存在显著的年级差异，其性别差异不显著。中学生在偏差行为和抑郁的表现程度上不存在显著的一致性。2．偏差行为和抑郁的显著预测变量：（1）对偏差行为有显著影响的危险因素有自我控制、父母偏差行为、朋友偏差行为、老师偏差行为、亲子冲突、师生冲突和老师压力事件。对抑郁有显著影响的危险因素有消极应对、个体压力、自我控制、父母抑郁情绪、朋友抑郁情绪、师生冲突、朋友压力事件和老师压力事件。(2)对偏差行为有显著影响的保护因素有越轨容忍度、亲社会行为、学校适应、父母对偏差行为的控制、父母支持、同伴对偏差行为的反对、父母/同伴的亲社会行为。对抑郁有显著影响的保护因素有自我概念、学校适应、积极应对、同伴支持、老师支持、父母良好情绪和同伴良好情绪。（3）中学生偏差行为和抑郁有共同的预测变量，也有不同的预测变量。预测变量具有结果的特定性，即一些变量只对偏差行为有显著预测作用，这些变量的结合可以更好的预测偏差行为；还有一些变量只对抑郁有显著的预测作用，这些变量的结合可以更好的预测抑郁。3.不同来源的危险因素和保护因素对于偏差行为和抑郁的相对重要性：（1） 从危险因素的直接作用来看，对于偏差行为来说，不同来源的危险因素的相对重要性依次是：同伴危险因素、老师危险因素、个体危险因素、父母危险因素；对于抑郁来说，不同来源的危险因素的相对重要性依次是个体危险因素、同伴危险因素、父母危险因素和老师危险因素。(2)从保护因素的直接作用来看，不同来源的保护因素对偏差行为的直接作用大小依次是个体保护因素、同伴保护因素、父母保护因素、老师保护因素；不同来源的保护因素对抑郁的直接作用大小依次是个体保护因素、老师保护因素、父母保护因素、同伴保护因素。(3)从危险因素和保护因素的共同作用来看，个体因素对于偏差行为和抑郁均有重要的作用，但对于抑郁的作用要更重要一些。同伴因素对于两种问题行为均有重要的作用。4．不同类型的危险因素和保护因素对于偏差行为和抑郁的相对重要性：(1)对于偏差行为来说，偏差行为榜样的危险作用最大，接着是冲突危险、压力危险；对于抑郁来说,对重要他人的抑郁情绪知觉的危险最大，接着是压力危险、冲突危险。(2)对于偏差行为来说，环境保护因素中对偏差行为的控制保护的作用最大；对于抑郁来说，环境保护因素中支持保护的作用最大。5．保护因素的补偿作用和调节作用：（1）不同来源的保护因素对于同一来源和不同来源的危险因素有显著的补偿作用,能够有效地降低危险因素的消极作用。对于偏差行为来说，个体保护因素的补偿作用最大，其次是同伴保护因素，然后是父母保护因素和老师保护因素。对于抑郁来说，个体保护因素的补偿作用最大，父母、老师和同伴保护因素的补偿作用都较小，而且相差不大。（2）不同来源的保护因素对于同一来源和不同来源的危险因素有显著的调节作用。对于偏差行为来说，个体保护因素的调节作用最大。对于抑郁来说，不同来源的保护因素的调节作用都较小，而且相差不大。（3）偏差行为中保护因素的补偿作用和调节作用均大于抑郁中保护因素的补偿作用和调节作用。6．环境因素、个体因素与偏差行为和抑郁的路径关系：对于偏差行为来说，个体因素对于环境因素和偏差行为之间的中介作用不显著；对于抑郁来说，个体因素在环境因素和抑郁之间有显著的中介作用。7．危险因素和保护因素的累积效应：无论是中学生的偏差行为还是抑郁，都存在显著的危险因素和保护因素的累积效应。危险因素的数量越多，其问题行为就越严重。保护因素的数量越多，其心理输出就越好。危险因素的累积效应要显著大于保护因素的累积效应。在讨论部分，结合上述发现，对于偏差行为和抑郁的发展状况、影响因素的不同作用机制、保护因素的重要作用以及本研究对青少年心理健康教育的实践启示、本研究的不足及有待进一步研究的问题等进行了分析和探讨。

Middle School Students’ Deviant Behavior and Depressed Mood:The Role of Risk and Protective FactorsAbstractDeviant behaviors and depressed mood are prevalent among middle school students. They not only harm students’ current physical and mental health, but also affect adolescents’ psychological development, socialization in the long run, and in some cases, might even lead adolescents to some extreme behaviors, such as lawbreaking or suicide. Therefore, it is of great value, both theoretically and practically, to examine risk and protective factors for middle school students’ deviant behaviors and depressed mood. Using ecological perspective, the present study examined the effects of various kinds of risk factors, ( including deviant behavior model risk, depression model risk, conflict risk and stressful life events) and different kinds of protective factors (including deviant behavior control protection, prosocial behavior model protection, good mood model protection and support protection) on middle school students’ deviant behavior and depressed mood. The factors are in both individual level and contextual level (parents, peers and teachers). This study compared the roles of different contexts and different kinds of risk factors and protective factors for deviant behavior and depressed mood, examined the important role of protective factors, evaluated the cumulative effects of risk and protective factors, and attempted to construct the path model of context variables, individual-level variables and deviant behaviors / depressed mood.The method of the present study was questionnaire, and the subjects were 2120 middle school students in junior and senior high school. The subjects were asked to complete a set of questionnaires，including measurement of outcome variables (Center for Epidemiologic Studies Depression Scale, The Deviant Behaviors List), measurement of individual-level variables ( Self-Control Scale, Coping Style Questionnaire, Attitudinal Intolerance of Deviance Questionnaire, Self-Concept Questionnaire, Prosocial Behaviors Questionnaire and School Adaptation Questionnaire) and measurement of context risk factors and protective factors (Social Support Questionnaire, Social Conflict Questionnaire, Perceived parents/peers/teachers Deviant/Prosocial behaviors questionnaire, Perceived parents/peers/teachers Mood Questionnaire, Stressful parents/peers/teachers Life Events Questionnaire and the parents/peers/teachers Control for Deviant Behaviors ). Results showed that these questionnaires were effective in both reliability and validity..The major results of this study indicated that:1. The difference of grade and gender in deviant behaviors and depressed mood: the higher the grade, the more serious the problem behaviors. There is also a significant gender difference only in deviant behaviors: the boys’ deviant behaviors were more serious than the girls’. There is no significant coherence in the degree of deviant behaviors and depressed mood.2. The predictive factors of deviant behaviors and depressed mood: (1) the risk factors which directly affect students’ deviant behaviors contain self-control, parents/peers/teachers deviant behaviors, parent-children conflict, teacher-student conflict and stressful teachers life events; the risk factors which significantly affect students’ depressed mood include negative coping style, individual stressful life events, self-control, perceived parents/peers depression, teacher-student conflict and stressful peers/teachers life events; (2) the protective factors which pose a significant impact on students’ deviant behaviors are attitudinal intolerance of deviance, prosocial behaviors, school adaptation the parents/peers control of deviant behavior, parent support, parents’/peers’ prosocial behaviors. The protective factors which significantly affect students’ depressed mood are self-concept, school adaptation, positive response style, peer support, teacher support, perceived parents’/peers good mood. (3) There are both common predictive variables and different predictive variables of the deviant behavior and depressed mood. The predictive variables of deviant behavior and depressed mood are outcome-specificity. 3 The relative importance of different contextual risk and protective factors to deviant behaviors and depressed mood: (1)In respect of the direct effect of the risk factors, peers risk factor was the most important risk factor for students’ deviant behavior, followed by teacher risk factors, individual-level risk factor and parents risk factors. In the case of depressed mood, the individual-level risk factor was the most important, followed by peers risk factors, parents risk factors and teachers risk factors.(2) As to the direct effect of protective factors, individual-level protective factor was the most important protective factors for students’ deviant behavior, followed by peers protective factor, parents protective factors, and teacher protective factors. In the case of depressed mood, the individual-level protective factor was the most important, followed by teacher protective factors, parents’ protective factors and peer protective factors. (3) with respect to the combined effect of protective factors and risk factors, individual-level factors were important for both deviant behaviors and depressed mood, and even more important for the latter. Peer factor was also very important for the two kinds of problem behaviors.4．The relative importance of different kinds of risk and protective factors to students’ deviant behaviors and depressed mood: (1) in the case of deviant behaviors, the deviant behavior model risk was the most important kind of risk factors, followed by conflict risk and stressful life events risk; in the case of depressed mood, the depression model risk was the most important kind of risk factors, followed by stressful life events and conflict risk.(2) As to deviant behavior, the deviant behavior control protection was the most important kind of protective factor. As to depressed mood, the support protection was the most important kind of factor.5. The compensating effect and moderating effect of protective factors:(1）Different context protective factors have significant compensating effect on within and across context risk factors. In the case of deviant behaviors, the most important compensating effect was individual-level protective factors, followed by peers, parents and teacher protective factors. In the case of depressed mood, the most important compensating effect was individual-level protective factors, the compensatory effect of peers, parents and teacher protective factors were very small, and roughly even. (2) Different context protective factors have significant moderating effect on within and across context risk factors. In the case of deviant behavior, individual-level protective factors have the most important moderating effect, followed by peers, parents and teacher protective factors. In the case of depressed mood, the moderating effects of different context protective factors were very small, and roughly even. (3) the compensating effect and moderating effect of protective factors on deviant behaviors were more important than that on depressed mood.6. The mediating effect of individual-level factor between contextual variable and deviant behavior and depressed mood: the individual factor is a significant mediator between contextual factor and depressed mood, but its mediating is less significant between context factor and deviant behaviors.7. The cumulative effects of risk and protective factors: the more the number of risk factors, the more serious the problem behavior; the more the number of protective factors, the better the outcome. The cumulative effect of risk factors was bigger than that of protective factors.Based on the results, the development of deviant behaviors and depressed mood, the sameness and difference of the predictive factors of the two problem behaviors, the important roles of the protective factors and the potential application of the study are discussed in the discussion part. The shortcomings of this study and the directions further studies are also addressed.Key words: Middle school students Deviant behavior Depressed mood Protective factors Risk factors