中小学生的灾难暴露程度对创伤后应激障碍的影响：中介和调节效应

摘要/Abstract

摘要： 汶川地震后1年时，采用灾难暴露程度问卷、主观害怕程度问卷、社会支持问卷和创伤后应激障碍症状量表，对地震极重灾区的3058名中小学生进行调查，考察灾难暴露程度、主观害怕程度、社会支持与创伤后应激障碍的关系。结果发现：（1）震后1年时中小学生创伤后应激障碍的发生率为9.6%，其中有目睹他人死亡经历的学生的创伤后应激障碍发生率为16.2%；（2）灾难暴露程度能正向预测创伤后应激障碍，而主观害怕程度在灾难暴露程度对创伤后应激障碍的影响中起部分中介作用；（3）社会支持在灾难暴露程度与创伤后应激障碍的关系中起调节作用，但不能调节主观害怕程度与创伤后应激障碍之间的关系。其中，无论支持的性质如何，父母和教师的支持都能缓解灾难暴露程度对创伤后应激障碍的影响，而同学和其他人的支持则不具有调节效应。

关键词: 中小学生, 灾难暴露程度, 主观害怕程度, 社会支持, 创伤后应激障碍(PTSD), 中介作用, 调节作用

Abstract: To examine the relationship between the severity of disaster expose and posttraumatic stress disorder and explore the mediating effects of the severity of subjective fear and the moderating effects of social support, disaster expose questionnaire,subjective fear questionnaire, social support questionnaire and the Child PTSD Symptom Scale were used to investigate 3058 primary and secondary students in the areas which were heavily destroyed in Wenchuan earthquake at 1 year after the earthquake. The Results found that prevalence rate of PTSD of primary and secondary students was 9.6%, and witnessed the death of other persons was 16.2% among those students. In addition, disaster exposure positively predicts PTSD, severity of subjective fear partially mediated the relationship between disaster exposure and PTSD. Moreover, social support did not moderate the relationship between subjective fear and PTSD, but social support mediated the relationship between disaster exposure and PTSD. Specially, regardless of the type of social support, support from parent and teacher but not classmates and others could mediate the relationship between disaster exposure and PTSD.

Key words: primary and secondary students, disaster exposure, severity of subjective fear, social support, PTSD, mediating effect, moderating effect

中图分类号:

B844.2

伍新春, 张宇迪, 林崇德, 臧伟伟. 中小学生的灾难暴露程度对创伤后应激障碍的影响：中介和调节效应[J]. 心理发展与教育, 2013, 29(6): 641-648.

WU Xin-chun, ZHANG Yu-di, LIN Chong-de, ZANG Wei-wei. The Effect of Disaster Exposure on PTSD of Primary and Secondary Students：Mediating and Moderating Effects[J]. Psychological Development and Education, 2013, 29(6): 641-648.

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