Objective: To study the role of school factors in depression of middle school students. Methods: CES-D, Teacher-Student Relationship Questionnaire, Scale for Assessing Peer and Study Achievement Questionnaire were administered to 500 students (grade 1 to grade 3) from three middle schools in Nanchong, Sichuan. Results: Depression was significantly correlated with teacher-student relationship and peer relationship. Chinese achievement was significantly correlated with loneliness and helplessness, despair and worthlessness, feeling of ability failing and bad moods, but not with physiological symptoms. Mathematical achievement was significantly related to despair and worthlessness, but not to loneliness and helplessness, feeling of ability failing and bad moods, or physiological symptoms. Regression analysis revealed negative emotion, positive emotion, support-help and Chinese achievement were significant predictors for depression of students. Conclusion: Better teacher-student relationship and peer relationship

作者：阳德华

来源：中国临床心理学杂志 2002 年 10卷 1期