心理发展与教育 ›› 2013, Vol. 29 ›› Issue (5): 541-551.

• 心理健康与教育 • 上一篇    下一篇

校园氛围与青少年的自杀意念/企图：自尊的中介作用

杨雪1,2, 王艳辉3, 李董平1,2, 赵力燕4, 鲍振宙5, 周宗奎1,2   

  1. 1. 青少年网络心理与行为教育部重点实验室, 武汉 430079;
    2. 华中师范大学心理学院, 武汉 430079;
    3. 嘉应学院教育科学学院, 梅州 514015;
    4. 四川师范大学文理学院心理系, 成都 610101;
    5. 华南师范大学心理学院, 广州 510631
  • 出版日期:2013-09-15 发布日期:2013-09-15
  • 通讯作者: 李董平,E-mail:lidongping83@126.com E-mail:lidongping83@126.com

School Climate and Adolescents’ Suicidal Ideation and Suicide Attempts：The Mediating Role of Self-Esteem

YANG Xue1,2, WANG Yan-hui3, LI Dong-ping1,2, ZHAO Li-yan4, BAO Zhen-zhou5, ZHOU Zong-kui1,2   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079;
    2. School of Psychology, Central China Normal University, Wuhan 430079;
    3. School of Education Science, Jiaying University, Meizhou 514015;
    4. Department of Psychology, Arts and Sciences College of Sichuan Normal University, Chengdu 610101;
    5. School of Psychology, South China Normal University, Guangzhou 510631
  • Online:2013-09-15 Published:2013-09-15

PDF (PC)

摘要： 尽管相当一部分青少年自杀发生于学校背景中,但目前较少有研究考察校园氛围是否会影响以及怎样影响青少年的自杀意念/企图。本研究旨在检验校园氛围的不同方面(教师支持、同学支持、自主机会)与青少年自杀意念/企图的关系,以及自尊在其中的中介作用。采用分层整群抽样的方法,选取广东省10所学校2758名初中生作为被试,匿名填写家庭功能问卷、社区问题问卷、校园氛围问卷、Rosenberg自尊量表、自杀意念与企图问卷。回归分析表明:(1)在控制了性别、年龄、社会经济地位、家庭功能和社区问题后,教师支持和同学支持均能显著负向预测自杀意念/企图,自主机会对自杀意念/企图的预测作用不显著;(2)自尊在教师支持和同学支持与自杀意念/企图之间起着中介作用。因此,实践工作中应重视教师支持和同学支持对青少年自尊的塑造作用,进而减少自杀意念/企图。

关键词: 校园氛围, 自杀意念, 自杀企图, 自尊, 自我系统信念模型

Abstract: Although quite a few adolescents committed suicide in school settings, few studies have examined whether school climate was associated with adolescent suicide as well as the mediating mechanisms underlying this association. The present study examined the relationship between different dimensions of school climate (i.e., teacher-student support, student-student support, and opportunities for autonomy in the school) and adolescents' suicidal ideation and attempts as well as the mediating role of self-esteem underlying these associations. With stratified-cluster sampling method, 2,758 middle school students completed questionnaire measures of school climate, self-esteem, suicidal ideation and attempts, as well as covariates (e.g., family functioning). The results revealed that: (1) After controlling for gender, age, socioeconomic status, family functioning, and neighborhood problems, teacher-student support and student-student support were significantly and negatively associated with adolescents' suicidal ideation and suicide attempts, whereas the effect of opportunities for autonomy in the school was not significant; (2) Self-esteem mediated the relationship between teacher-student support and student-student support, and adolescents' suicidal ideation and suicide attempts. Therefore, school climate shapes adolescents' self-system beliefs, which in turn impact their suicidal ideation and suicide attempts.

Key words: school climate, suicidal ideation, suicide attempts, self-esteem, self-system beliefs model

中图分类号: 

  • B844.2
Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602-614.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects. New York: Hoeber.
Berman, A. L. (2009). Depression and suicide. In I. H. Gotlib & C. L. Hammen (Eds.), Handbook of depression (2nd ed., pp. 510-530). New York: Guilford Press.
Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38, 989-1000.
Borowsky, I. W., Ireland, M., Resnick, M. D. (2001). Adolescent suicide attempts: Risks and protectors. Pediatrics, 107, 485-493.
Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95, 570-588.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Cassidy, J., & Shaver, P. R. (Ed.). (2008). Handbook of attachment: Theory, research, and clinical applications (2nd ed.). New York: The Guilford Press.
Clark, D. A., Beck, A. T., & Alford, B. A. (1999). Scientific foundations of cognitive therapy and therapy of depression. New York: John Wiley & Sons.
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
Cusimano, M. D., & Sameem, M. (2011). The effectiveness of middle school and high school-based suicide prevention programmes for adolescents: A systematic review. Injury Prevention, 17, 43-49.
Dishion, T. J., Nelson, S. E., & Bullock, B. M. (2004). Premature adolescent autonomy: Parent disengagement and deviant peer process in the amplification of problem behavior. Journal of Adolescence, 27, 515-530.
Dishion, T. J., Poulin, F., & Medici Skaggs, N. (2000). The ecology of premature autonomy in adolescence: Biological and social influences. In K. Kerns, J. Contreras, & A. Neal-Barnett (Eds.), Family and peers: Linking two social worlds (pp. 27-45). Westport, CT: Praeger.
Durkheim, E. (1951). Suicide: A study in sociology. New York: Free Press.
Ellis, T. E. (2006). Cognition and suicide: Theory, research, and therapy. Washington, DC: American Psychological Association.
Emmons, C. L., Haynes, N. M., & Comer, J. P. (2002). The School Climate Survey Revised Edition-Elementary and middle school version. New Haven, CT: Yale University Child Study Center.
Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? School Psychology Review, 37, 202-216.
Evans, E., Hawton, K., & Rodham, K. (2004). Factors associated with suicidal phenomena in adolescents: A systematic review of population-based studies. Clinical Psychology Review, 24, 957-979.
Evans, E., Hawton, K., Rodham, K., & Deeks, J. (2005). The prevalence of suicidal phenomena in adolescents: A systematic review of population-based studies. Suicide and Life-Threatening Behavior, 35, 239-250.
Evans, G. W., Li, D., & Sepanski Whipple, S. (in press). Cumulative risk and child development. Psychological Bulletin. doi:10.1037/a0031808.
Goodman, E. (1999). The role of socioeconomic status gradients in explaining differences in US adolescents' health. American Journal of Public Health, 89, 522-1528.
Gravetter, F. J., & Wallnau, L. B. (2009). Statistics for the behavioral sciences (8th ed.). Belmont, CA: Wadsorth.
Groleger, U., Tomori, M., & Kocmur, M. (2003). Suicidal ideation in adolescence——an indicator of actual risk? The Israel Journal of Psychiatry and Related Sciences, 40, 202-208.
Heine, S. J., & Buchtel, E. E. (2009). Personality: The universal and the culturally specific. Annual Review of Psychology, 60, 369-394.
Herba, C. M., Ferdinand, R. F., Stijnen, T., Veenstra, R., Oldehinkel, A. J., Ormel, J., et al. (2008). Victimization and suicide ideation in the TRAILS study: Specific vulnerabilities of victims. Journal of Child Psychology and Psychiatry, 49, 867-876.
Hoge, D. R., Smit, E. K., & Hanson, S. L. (1990). School experiences predicting changes in self-esteem of sixth- and seventh-grade students. Journal of Educational Psychology, 82, 117-127.
Howell, D. C. (2013). Statistical methods for psychology (8th ed.). Belmont, CA: Wadsworth.
Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290-311.
Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514-1530.
Jones, D. (2010). A weird view of human nature skews psychologists' studies. Science, 328, 1627.
Kaminski, J. W., & Fang, X. (2009). Victimization by peers and adolescent suicide in three US samples. The Journal of Pediatrics, 155, 683-688.
Kiff, C. J., Lengua, L. J., & Bush, N. R. (2011). Temperament variation in sensitivity to parenting: Predicting changes in depression and anxiety. Journal of Abnormal Child Psychology, 39, 1199-1212.
Kim, Y. S., Koh, Y. J., & Leventhal, B. (2005). School bullying and suicidal risk in Korean middle school students. Pediatrics, 115, 357-363.
Kwok, S. Y., & Shek, D. T. (2008). Socio-demographic correlates of suicidal ideation among Chinese adolescents in Hong Kong. International Journal of Adolescent Medicine and Health, 20, 463-472.
Leary, M. R., & Baumeister, R. F. (2000). The nature and function of self-esteem: Sociometer theory. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 32, pp. 1-62). New York: Academic Press.
Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68, 518-530.
Li, D., Zhang, W., Li, X., Li, N., & Ye, B. (2012). Gratitude and suicidal ideation and suicide attempts among Chinese adolescents: Direct, mediated, and moderated effects. Journal of Adolescence, 35, 55-66.
Lynch, M., & Cicchetti, D. (1998). An ecological transactional analysis of children and contexts: The longitudinal interplay among child maltreatment, community violence, and children's symptomatology. Development and Psychopathology, 10, 235-257.
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York: Taylor & Francis Group.
Martin, G., Rozanes, P., Pearce, C., & Allison, S. (1995). Adolescent suicide, depression, and family dysfunction. Acta Psychiatrica Scandinavica, 92, 336-344.
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.
Newcombe, N. S. (2003). Some controls control too much. Child Development, 74, 1050-1052.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5, 343-355.
Overholser, J. C., Adams, D. M., Lehnert, K. L., & Brinkman, D. C. (1995). Self-esteem deficits and suicidal tendencies among adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 919-928.
Perkins, D. F., & Hartless, G. (2002). An ecological risk-factor examination of suicide ideation and behavior of adolescents. Journal of Adolescent Research, 17, 3-26.
Peterson, R. A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of Consumer Research, 21, 381-391.
Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123-158.
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. The Elementary School Journal, 100, 443-471.
Rosenberg, M.(1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rucker, D. D., Preacher, K. J., Tormala, Z. L., & Petty, R. E. (2011). Mediation analysis in social psychology: Current practices and new recommendations. Social and Personality Psychology Compass, 5/6, 359-371.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Sandler, I. (2001). Quality and ecology of adversity as common mechanisms of risk and resilience. American Journal of Community Psychology, 29, 19-61.
Shagle, S. C., & Barber, B. K. (1995). A social-ecological analysis of adolescent suicidal ideation. American Journal of Orthopsychiatry, 65, 114-124.
Silverberg, S. B., & Gondoli, D. M. (1996). Autonomy in adolescence: A contextualized perspective. In G. R. Adams, R. Montemayor, & T. P. Gullotta (Eds.), Psychosocial development during adolescence (pp. 12-61). Thousand Oaks, CA: Sage.
Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies. Psychological Bulletin, 139, 213-240.
Waldvogel, J. L., Rueter, M., & Oberg, C. N. (2008). Adolescent suicide: Risk factors and prevention strategies. Current Problems in Pediatric Adolescent Health Care, 38, 110-125.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.
Way, N., Reddy, R., & Rhodes, J. (2007). Students' perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194-213.
Way, N., & Robinson, M. G. (2003). A longitudinal study of the effects of family, friends, and school experiences on the psychological adjustment of ethnic minority, low-SES adolescents. Journal of Adolescent Research, 18, 324-346.
World Health Organization. (2001). The World Health Report 2001. Mental health: New understanding, new hope. Geneva: World Health Organization.
Zimmer-Gembeck, M. J., & Collins, W. A. (2003). Autonomy development during adolescence. In G. R. Adams & M. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 175-204). Oxford: Blackwell Publishers.
Zaykowski, H., & Gunter, W. (2012). Youth victimization: School climate or deviant lifestyles? Journal of Interpersonal Violence, 27, 431-452.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28, 139-152.
鲍振宙, 张卫, 李董平, 李丹黎, 王艳辉. (2013). 校园氛围与青少年学业成就的关系: 一个有调节的中介模型. 心理发展与教育, 29, 61-70.
郭永玉, 王伟. (2007). 心理学导引. 武汉: 华中师范大学出版社.
黄希庭, 郑涌, 李宏翰. (2006). 学生健全人格养成教育的心理学观点. 广西师范大学学报(哲学社会科学版), 42, 90-94.
季成叶, 陈天娇. (2009). 中学生自杀行为流行现状及其与心理-情绪障碍的关联. 中国学校卫生, 30, 112-115.
李董平. (2012). 多重生态学风险因素与青少年社会适应: 风险建模与作用机制研究. 博士学位论文. 华南师范大学.
李建军. (2007). 我国青少年自杀问题研究. 北京: 中国社会科学出版社.
李献云, 费立鹏. (2001). 1998年我国生育年龄段人群中自杀的死因分析. 中国公共卫生, 17, 658-660.
田录梅. (2006). Rosenberg (1965)自尊量表中文版的美中不足. 心理学探新, 26, 88-91.
汪向东, 王希林, 马弘. (1999). 心理卫生评定量表手册(增订版). 北京: 中国心理卫生杂志社.
张林. (2004). 青少年自尊结构、发展特点及其影响因素的研究. 博士学位论文. 东北师范大学.
王艳辉. (2010). 累积情境风险与青少年问题行为的关系: 中介变量和调节变量的作用. 硕士学位论文. 华南师范大学.
周帆, 王登峰. (2005). 人格特质与外显自尊和内隐自尊的关系. 心理学报, 37, 100-105.
[1] 王鑫强, 李金文, 卢红燕, 赖正伟, 李佳源. 择偶优劣势对师范大学生教师职业认同的影响：择偶价值感的中介及自尊的调节作用[J]. 心理发展与教育, 2024, 40(1): 64-73.
[2] 路翠萍, 郑希付. 低自尊还是高“他尊”？高、低社交焦虑者的不同内隐自尊特性——来自EAST的证据[J]. 心理发展与教育, 2023, 39(6): 808-816.
[3] 苑媛, 梁周健, 张丽. 结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(6): 869-876.
[4] 沙晶莹, 张向葵, 刘千冬. 人以群分？学业动机比较对青少年同伴选择的影响[J]. 心理发展与教育, 2023, 39(5): 683-690.
[5] 辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.
[6] 鲍振宙, 储怡佳, 王帆, 柳希希. 校园欺凌中的“袖手旁观”:校园氛围、学校联结和道德推脱的作用[J]. 心理发展与教育, 2023, 39(4): 580-589.
[7] 高玲, 孟文慧, 刘介地, 杨继平, 王兴超. 父母低头行为与青少年网络欺负行为:自尊和基本共情的作用[J]. 心理发展与教育, 2023, 39(3): 439-448.
[8] 鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.
[9] 高峰, 白学军, 章鹏, 曹海波. 中国青少年父母教养方式与自杀意念的元分析[J]. 心理发展与教育, 2023, 39(1): 97-108.
[10] 田玮宜, 徐健捷, 吕广林, 王轶楠. 父母自尊与青少年主观幸福感间的关系:亲子信任与青少年自尊的链式中介作用[J]. 心理发展与教育, 2022, 38(3): 331-338.
[11] 张小敏, 陈欣, 务凯, 赵国祥. 学校联结和学业能力对高中生自尊的影响:一个多层线性模型[J]. 心理发展与教育, 2022, 38(3): 358-365.
[12] 姜永志, 白晓丽, 张璐, 赵思琦. 青少年线上积极自我呈现与幸福感的关系:线上积极反馈与自尊的作用[J]. 心理发展与教育, 2022, 38(1): 45-53.
[13] 袁言云, 王志航, 孙庆, 王东方, 尹霞云, 黎志华. 累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型[J]. 心理发展与教育, 2022, 38(1): 100-108.
[14] 关文军, 胡梦娟, 刘晨. 自闭症儿童父母歧视知觉对群际关系的影响:一个有调节的中介作用模型[J]. 心理发展与教育, 2021, 37(6): 854-863.
[15] 周宗奎, 曹敏, 田媛, 黄淳, 杨秀娟, 宋友志. 初中生亲子关系与抑郁:自尊和情绪弹性的中介作用[J]. 心理发展与教育, 2021, 37(6): 864-872.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
版权所有 © 2018 《心理发展与教育》编辑部
地址：北京新街口外大街19号北京师范大学院内　 邮政编码：100875
联系电话：010-58807700 E-mail:pdae@bnu.edu.cn
本系统由北京玛格泰克科技发展有限公司设计开发