广东省中学生情绪管理与自伤行为的相关性

Emotional regulation and non-suicide self-injury among middle school students

目的探讨中学生情绪管理与自伤行为的关系,为中学生自伤行为的干预提供科学依据。方法分层随机整群抽取广州市、阳江市、阳春市3 096名初中和高中学生进行问卷调查,分析情绪管理与自伤行为的相关性。结果中学生自伤行为发生率为14.6%,偶有自伤行为发生率为16.6%。自伤行为、偶有自伤行为和无自伤行为中学生情绪管理能力得分差异有统计学意义(F=38.719,P<0.01);控制性别、学习阶段、是否独生子女、家庭经济状况、父母文化程度等变量后,多分类Logistic回归分析显示,情绪管理能力对自伤行为(OR=0.482,P<0.01)和偶有自伤行为(OR=0.730,P<0.01)有保护作用。结论中学生情绪管理能力与自伤行为的发生具有相关性。可通过心理教育、心理辅导和心理弹性训练提升青少年的情绪管理能力,以减少自伤行为的发生。

Objective To explore possible relationship between emotional regulation and non-suicide self-injury among middle school students, so as to provide evidence for non-suicidal self-injury prevention. Methods A total of 3 096 students were selected by stratified random cluster sampling. Self-injury, emotional regulation and demographic characteristics were assessed by a self-reported questionnaire. Results During the past 1 year before the survey, 14.6% of participants engaged in self-injury 5 times or more, 31.2% participants engaged in self-injury at least 1 time. Emotional regulation differed significantly among frequent self-injury, occasion self-injury, and non-self-injury group （ F = 38.719, P〈0.01）. After adjusted for gender, study wave, only one child, family economic status, and parental education, multinomial logistic regression analysis revealed that emotional regulation associated with frequent self-injury （ OR=0.482,P〈0.01 } and occasional self-injury significantly（ OR=0.730,P〈0.01 ）. Conclusion This study highlight that emotional regulation is associated with self-injury among middle school students, which might implicate the potential value of emotional regulation interventions in the prevention of self-injury.