【摘要】 目的 探讨中学生父母心理控制与负性情绪之间的关系，深入理解这一关系的核心症状表现，为制定提升中学生心理健康水平的干预策略提供科学依据。方法 于2024年3―6月采用随机分层整群抽样的方法，选取安徽省皖南地区的马鞍山市、铜陵市和宣城市3个城市的5所中学，共抽取中学生2 135名，采用抑郁-焦虑-应激自评量表-21(depression anxiety and stress scale-21, DASS-21)简体中文版、父母心理控制量表(parental psychological control scale, PPCS)进行问卷调查。采用SPSS 26.0软件与R 4.4.1软件进行数据分析。结果 中学生负性情绪和父母心理控制的网络结构中共存在307条有效边，形成2个内部紧密子网络。父母心理控制量子网络中引发内疚维度(induced guilt dimension, TG-PPCS)9和坚持权威维度(adhere to authority dimension, UA-PPCS)17强度为1.32,收回关爱维度(recovery care dimension, WL-PPCS)15和WL-PPCS 14桥强度较高分别为0.880和0.808;负性情绪子网络中抑郁情绪维度(depression emotional dimension, DE-DASS)21和压力情绪维度(stress emotional dimension, PR-DASS)11强度较高分别为1.29和1.15,焦虑情绪维度(anxiety emotional dimension, AN-DASS)9和AN-DASS 15桥强度较高分别为0.962和0.916;TG-PPCS 10和DE-DASS 21边线在连接2个子网络之间占较大权重。结论 网络分析为中学生群体中父母心理控制与负性情绪管理提供了更为精确的干预路径，针对核心症状进行干预有利于提高中学生心理健康水平，并更深入地理解症状间的动态关系。更多还原

【Abstract】 Objective To explore the relationship between parental psychological control and negative emotions in secondary school students, this study aims to understand their core symptomatic interactions and provide a scientific basis for developing intervention strategies to enhance students’ mental health. Methods From March to June in 2024, this study used the method of random stratified cluster sampling to select five middle schools in three cities in southern Anhui Province, Ma’anshan, Tongling and Xuancheng. A total of 2 135 middle school students were selected. The simplified Chinese version of depression anxiety and stress scale-21(DASS-21) and the parental psychological control scale(PPCS) were used to conduct a questionnaire survey. SPSS 26.0 and R 4.4.1 software were used for data analysis. Results There are 307 effective edges in the network structure of middle school students’ negative emotions and parents’ psychological control, forming two internal tight subnetworks. The strengths of induced guilt dimension(TG-PPCS) 9 and adhere to authority dimension(UA-PPCS) 17 were 1.32, and the strengths of recovery care dimension(WL-PPCS) 15 and WL-PPCS 14 were 0.880 and 0.808, respectively. In the negative emotion sub network, the depression emotional dimension(DE-DASS) 21 and stress emotional dimension(PR-DASS) 11 were 1.29 and 1.15, respectively, anxiety emotional dimension(AN-DASS) 9 and AN-DASS 15 were 0.962 and 0.916, respectively; TG-PPCS 10 and DE-DASS 21 the sideline carried a larger weight between the two sub networks. Conclusions Network analysis offers a more precise intervention pathway for parents seeking to address their middle school students’ psychological control and negative emotion management. By targeting core symptoms, intervention can improve the mental health level of middle school students and facilitate a deeper understanding of the dynamic relationship between symptoms.更多还原