Abstract: Among the adolescent population, the incidence of depression is as high as 8%~20%, which seriously threatens the physical and mental growth and social stability of adolescents. Junior high school students are in the stage of puberty development. Their physical development is relatively rapid and psychological development is also going through the transition period from childish to mature. They are more easily troubled by psychological problems. A massive literature documents the association between negative events and depression. Campus exclusion as a typical negative event of adolescent experience may be closely related to depression. However, the underlying mechanism of depression remains unknown. Based on the cognitive theory of depression, rumination is crucial in causing depression. Moreover, previous studies and theory of relationship causing depression suggest potential mediating role of rumination in the relationship between campus exclusion and depression. Meanwhile, according to individual-environment interaction model, dispositional mindfulness can be the protecting factor for depression. From the quality-stress model of depression , dispositional mindfulness may interact with campus exclusion and depression; and in line with explaining the causes of depression from the perspective of positive psychology, dispositional mindfulness may interact with rumination. To sum up, this study constructed a moderated mediation model to examine whether rumination mediated the relation between campus exclusion and neglect and depression, and whether dispositional mindfulness moderated this indirect mediating process as well as direct process. A total of 955 junior high school students aged 11~16 (Mage=13.20, SD=1.06; 458 boys and 537 girls) from Shenyang participated in this investigation. After given informed consents, they completed Adolescent School Exclusion Questionnaire, Ruminative Responses Scale, Center for Epidemiologic Studies Depression Scale and Mindful Attention Awareness Scale. First, common method biases were examined. Then correlation analysis was conducted to acquire the overall relationships between variables among the hypothesized model. Finally, the moderated mediation effects were tested by the PROCESS macro for SPSS. The correlation analysis showed that: campus exclusion was positively correlated with depression, rumination was positively correlated with campus exclusion and depression, while dispositional mindfulness was negatively correlated with campus exclusion, rumination and depression. The testing for moderated mediation model indicated that: after controlling for gender, grade and home situation, (1) Campus exclusion significantly contributed to depression(βdirect effect= .42, p<.001). Rumination played a mediating role in the relationship between campus exclusion and depression(βindirect effect= .17, 95%CI=[ .14, .21]); (2) Dispositional mindfulness moderated the direct path from campus exclusion to depression, with this indirect effect being much stronger for adolescents with lower dispositional mindfulness(simple slope= .40); (3) Dispositional mindfulness also moderated the mediated path through rumination, with the relationship being stronger for adolescents with lower dispositional mindfulness(simple slope= .43). Thus, both mediating and moderating effects existed in the association between campus exclusion and depression. The present study revealed how and when campus exclusion affected depression. These findings may contribute to the precaution and prevention of teenager depression. First, it is important to protect children from the harm of campus exclusion. Second, it is also helpful to decrease teenagers’ depression risk by learning appropriate cognitive patterns and forming stronger positive personal traits.

Key words: dispositional mindfulness, campus exclusion, depression, rumination, moderated mediation

摘要： 研究采用问卷法对955名初中生进行问卷调查，探讨校园排斥对抑郁的影响，以及反刍思维和特质正念的作用。结果表明：（1）校园排斥正向预测初中生抑郁，反刍思维在校园排斥与抑郁间具有中介作用；（2）校园排斥对抑郁的直接效应受到特质正念的调节，直接效应对低特质正念初中生更为显著；（3）特质正念还调节了反刍思维对校园排斥与初中生抑郁中介过程的后半段路径，高特质正念初中生的抑郁水平更低。研究以校园排斥、反刍思维和特质正念为切入点构建了青少年抑郁的影响机制模型，为预防和干预青少年抑郁提供了新的视角和数据支持。 

关键词: 校园排斥, 抑郁, 反刍思维, 特质正念, 有调节的中介