师生关系和教师支持对青少年抑郁、自杀意念的影响

The Impact of Teacher-Student Relationship and Teacher Support on Adolescent Depression and Suicidal Ideation

本研究依据生态系统理论,采用大学生心理健康普查问卷以15,947名青少年(年龄 = 20.52 ± 1.72岁)为研究对象,分析青少年体验到的师生关系和教师支持水平对抑郁、自杀意念的影响。结果显示:1) 青少年抑郁和自杀意念在性别变量上差异显著,即男生相较于女生具有更高的抑郁程度和自杀意念检出率。2) 师生关系、教师支持、抑郁和自杀意念两两之间具有显著相关性。3) 师生关系、教师支持与青少年抑郁具有显著相关性。师生关系对于青少年抑郁具有显著的正向预测作用,师生关系紧张程度越高,青少年的抑郁程度也越高。而教师支持对于青少年抑郁具有显著的负向预测作用,教师支持水平越高,青少年的抑郁程度越低。4) 师生关系、教师支持与青少年自杀意念具有显著相关性。师生关系显著负向预测青少年的自杀意念情况,师生关系的紧张程度越高,青少年的自杀意念检出率越高。而教师支持显著正向预测青少年的自杀意念情况,教师支持水平越高,青少年的自杀意念检出率越低。研究探析了教育环境中的师生关系和教师支持对青少年抑郁、自杀意念的影响,丰富了青少年抑郁和自杀意念的发展机制相关理论,为有关心理危机干预工作实践提供了参考。

Based on the ecosystem theory, this study utilized a questionnaire survey to investigate the impact of teacher-student relationships and teacher support on depression and suicidal ideation among 15,947 adolescents (mean age = 20.52 ± 1.72 years). The results showed that: 1) There were significant gender differences in depression and suicidal ideation, with boys exhibiting higher levels of depression and a higher detection rate of suicidal ideation compared to girls. 2) There were significant correlations among teacher-student relationships, teacher support, depression, and suicidal ideation. 3) Teacher-student relationships and teacher support were significantly associated with adolescent depression. Teacher-student relationships had a significant positive predictive effect on adolescent depression, where higher levels of tension in the relationship were associated with increased levels of depression. Teacher support had a significant negative predictive effect on adolescent depression, as higher levels of support were linked to lower levels of depression. 4) Teacher-student relationships and teacher support were significantly associated with adolescent suicidal ideation. Teacher-student relationships significantly predicted suicidal ideation negatively, as higher levels of tension in the relationship were associated with a higher likelihood of detecting suicidal ideation. Teacher support significantly predicted suicidal ideation positively, with higher levels of support being associated with a lower rate of detecting suicidal ideation. It enriches the development theory of depression and suicidal ideation and provides a reference for the practice of psychological crisis intervention.