為探討專業認同、學業情緒與大學生抑郁之間的關系,采用大學生專業認同問卷、青少年學業情緒問卷與抑郁自評量表對329名大學生進行調查。結果發現:(1)專業認同對大學生抑郁有顯著負向預測作用;(2)專業認同對積極學業情緒均有顯著正向預測作用,但只對消極低喚醒學業情緒有顯著負向預測作用;(3)在專業認同對抑郁的影響中,積極低喚醒與消極低喚醒學業情緒起到完全中介作用。結果表明,專業認同對大學生抑郁的影響實際上是一種"溫水煮青蛙"效應。

To explore the relationships among major identity, academic emotions and university students’ depression, a total of 329 subjects completed the College Students’ Speciality Identity Questionnaire, the Adolescent Academic Emotions Questionnaire, and the Self-Rating Depression Scale. Results showed that: 1) major identity negatively predicated depression in university students; 2)major identity positively predicated the positive academic emotions, but only negatively predicated negative-low arousal academic emotion; 3) positive-low arousal and negative-low arousal academic emotions played full mediating roles between major identity and university students’ depression. Therefore, it can be concluded that the influence of major identity on university students’ depression is a kind of boiling frog effect by its nature.