心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2013年
5期
541~551
,共null页
杨雪 王艳辉 李董平 赵力燕 鲍振宙 周宗奎
楊雪 王豔輝 李董平 趙力燕 鮑振宙 週宗奎
양설 왕염휘 리동평 조력연 포진주 주종규
校园氛围 自杀意念 自杀企图 自尊 自我系统信念模型
校園氛圍 自殺意唸 自殺企圖 自尊 自我繫統信唸模型
교완분위 자살의념 자살기도 자존 자아계통신념모형
school climate ; suicidal ideation ; suicide attempts; self-esteem ; self-system beliefs model
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。
儘管相噹一部分青少年自殺髮生于學校揹景中，但目前較少有研究攷察校園氛圍是否會影響以及怎樣影響青少年的自殺意唸／企圖。本研究旨在檢驗校園氛圍的不同方麵（教師支持、同學支持、自主機會）與青少年自殺意唸／企圖的關繫，以及自尊在其中的中介作用。採用分層整群抽樣的方法，選取廣東省10所學校2758名初中生作為被試．匿名填寫傢庭功能問捲、社區問題問捲、校園氛圍問捲、Rosenberg自尊量錶、自殺意唸與企圖問捲。迴歸分析錶明：（1）在控製瞭性彆、年齡、社會經濟地位、傢庭功能和社區問題後，教師支持和同學支持均能顯著負嚮預測自殺意唸／企圖，自主機會對自殺意唸／企圖的預測作用不顯著；（2）自尊在教師支持和同學支持與自殺意唸／企圖之間起著中介作用。因此，實踐工作中應重視教師支持和同學支持對青少年自尊的塑造作用，進而減少自殺意唸／企圖。
진관상당일부분청소년자살발생우학교배경중，단목전교소유연구고찰교완분위시부회영향이급즘양영향청소년적자살의념／기도。본연구지재검험교완분위적불동방면（교사지지、동학지지、자주궤회）여청소년자살의념／기도적관계，이급자존재기중적중개작용。채용분층정군추양적방법，선취광동성10소학교2758명초중생작위피시．닉명전사가정공능문권、사구문제문권、교완분위문권、Rosenberg자존량표、자살의념여기도문권。회귀분석표명：（1）재공제료성별、년령、사회경제지위、가정공능화사구문제후，교사지지화동학지지균능현저부향예측자살의념／기도，자주궤회대자살의념／기도적예측작용불현저；（2）자존재교사지지화동학지지여자살의념／기도지간기착중개작용。인차，실천공작중응중시교사지지화동학지지대청소년자존적소조작용，진이감소자살의념／기도。
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.
