External Attributions on Higher Vocational Students’ Depression: Chain Mediating Role of Self-Deception and Psychological Capital

Abstract

Depressive symptoms are prevalent among higher education students, and attributional style is a significant predictor of depression. Combining the protective factor of psychological capital and cognitive bias of self-deception, Attributional styles may potentially influent depression by affecting psychological capital and self-deception. The purpose of this study is to explore the influence of external attribution on higher vocational students’ depression and the mediating role between self-deception and psychological capital. A cross-sectional survey of 1264 vocational college students were conducted by Multidimensional-Multiattributional Causality Scale (MMCS), Self-deception Enhancement Scale (SDE), Positive Psychological Capital Questionnaire (PPQ) and Center of Epidemiological Studies Depression Scale (CES-D). External attribution tendency was significantly negatively correlated with self-deception and psychological capital (r = -0.196, -0.213, P < 0.01), and significantly positively correlated with depression (r = 0.212, P < 0.01); Depression was robustly negatively correlated with self-deception and psychological capital (r = -0.579, -0.645, P < 0.01); Self-deception was remarkedly positively correlated with psychological capital (r = 0.744, P < 0.01). External attribution tendency not only directly affects depression (β = 0.069, P < 0.01), but also indirectly affects depressed emotions through two mediating paths: The separate mediation role of psychological capital (β = 0.100, P < 0.01), and the chain mediating of psychological capital and self-deception (β = 0.034, P < 0.01). The total mediating effect accounted for 67.22% of total variance. The external attribution tendency of higher vocational students can directly affect depression, and it can also indirectly affect their depressed emotions through psychological capital and self-deception. In the future counseling for depressed students, in addition to improving students' psychological capital, self-deception can also be introduced. From a positive perspective of self-deception, cognitive changes produced by cognitive behavioral therapy should include improving self-deceptive belief.