健康与遗传心理学研究室知识库

目的:调查我国中学生自伤行为的现状，探索中学生自伤行为的影响因素，研究中学生心理灵活性与自伤行为之间的关系，在我国中学生群体中检验自伤行为的经验性回避理论模型，分析中学生心理灵活性、心理资本、学业成绩和自伤行为的关系，探究中学生心理资本、学业成绩在心理灵活性与自伤行为间的中介作用，为减少中学生自伤行为提供新的思路，也为今后对中学生自伤群体的干预方案设计提供依据和支持。

方法:通过方便取样的方法，在福州市某普通中学抽取初一、初二、高一、高二共四个年级1320名学生参与研究。

研究问题一:采用青少年自我伤害问卷、青少年心理灵活性问卷进行测量，运用spss22.0软件对数据进行描述性统计、差异性检验、pearson相关分析、回归分析等，调查中学生的自伤行为和心理灵活性情况并分析两者的关系。

研究问题二:采用青少年学生心理资本问卷施测，运用spss22.0软件，分析中学生的心理资本的情况，对中学生心理灵活性、心理资本与自伤行为进行偏相关分析，运用PROCESS PROCEDURE for SPSS软件，用偏差校正的非参数百分位Bootstrap方法，检验心理资本在心理灵活性与自伤行为间的中介作用。

研究问题三:收集参与者最近一次期中考试的成绩，作为学业成绩指标，再运用PROCESS PROCEDURE for SPSS软件，用偏差校正的非参数百分位Boo}s}rap方法，检验心理资本和学业成绩在心理灵活性与自伤行为间的序列中介作用。

结果:

参与研究的中学生中，有过自伤行为的468人，没有自伤行为的791人，自伤发生率为37. 2%;

男生和女生的自伤行为、心理灵活性无显著差异(T= 0.07、 0.80, p>0.05 ) ；起始年级(初一、高一)学生的自伤行为显著高于非起始年级(初二、高二)(T=7.43 ,P<0.001)，心理灵活性显著低于后者(T=-3.01, p <0.01);

学业成绩高分组(前27%)学生的自伤行为显著低于中等组、低分组(后27%)（F=8.79,p <0.001)，而心理灵活性、心理资本显著高于后两者(F=12.34,p <0.001;F=20.47, p <0.001)。

中学生的心理灵活性与心理资本、学业成绩显著正相关(r=0.40 , 0.14 , p<0.001)，与自伤行为显著负相关(r=-0.24； p <0.001); 心理资本与学业成绩显著正相关（ r=0.21, p <0.001)，与自伤行为显著负相关(r=-0.26； p <0.001)，学业成绩与自伤行为显著负相关(r=0.12, p <0.001);

心理资本、学业成绩和心理灵活性同时显著负向预测自伤行为(β=-0.11；p <0.001; β=-0.01，p <0.05；β =.0.29； p <0.001)。

中介效应检验的结果表明，“心理灵活性→心理资本→自伤行为”、“心理灵活性→学业成绩→自伤行为”、“心理灵活性→心理资本→学业成绩→自伤行为”三条中介路径均显著:95%置信区间均不包含0，中介效应值共为-0.15，解释了总效应的35%，控制以上中介路径的影响后，心理灵活性对自伤行为的影响仍然显著。

结论:

1、参与本研究的中学生自伤发生率为37.2%。

2、性别对自伤行为、心理灵活性没有影响;初一、高一学生的自伤行为明显多于初二、高二学生，心理灵活性则低于后者;

3、学业高分的学生自伤行为明显少于其余学生，心理灵活性、心理资本明显高于其余学生。

4、中学生心理灵活性、心理资本、学业成绩两两显著正相关，三者与自伤行为均显著负相关，并能负向预测自伤行为。

5、中学生心理灵活性可以直接影响自伤行为，同时还通过“心理灵活性→心理资本→自伤行为”、“心理灵活性→学业成绩→自伤行为”、“心理灵活性→心理资本→学业成绩→自伤行为”三条间接路径影响自伤行为。

OBJECTIVE: By investigating among high school students in China the current status of self-injurous behaviors, the influence factors and the relationship between self-injurious behaviors and psychological flexibility, the thesis aims to test the Experiential Avoidance Model (EAM) of self-injury behaviors among these students, to analyze the relationship of self injury with psychological flexibility, psychological capital and academic achievement, and to explore the involvement of their psychological capital and academic achievement during the process of psychological flexibility and self-injury behaviors. This study will not only introduce new ideas for preventing the self-harm behavior of middle school students, but also provide the evidence and support for future intervention plans to the self-harm group of high school students.

METHOD: A total of 1,320 students of Grade Seven, Eight, Ten and Eleven from a high school in Fuzhou participate in this study at a random sampling basis.

Research question 1:In order to reveal the situation of the self-injury and psychological flexibility of high school students, participants9 answers of the Adolescents self-Harm Scale and the Avoidance and Fusion Questionnaire for Youth were collected. Descriptive statistics, difference examination, Pearson correlation analysis and regression analysis on the collected data were performed with the spss22.0 software.

Research question 2: The high school students' psychological capital status was measured by using the Psychological Capital Questionnaire for Adolescent Students. SPSS 22.0 was used to explore the status of students' psychological capital and the relation between psychological flexibility, psychological capital and self-injury behavior of high school students. In addition, with the help of PROCESS PROCEDURE of SPSS Software and the non-parametric percentile Bootstrap method, the mediating effects of psychological capital and academic achievement on psychological flexibility and self injury was tested.

Research question 3:The results of the most recent midterm exam were collected and converted into standard scores as indicators of academic achievement. The PROCESS PROCEDURE for SPSS Software and the non-parametric percentile bootstrap method with bias correction were used to investigate the mediating effects of their psychological capital and academic achievement on psychological flexibility and self-injury.

RESULT:

the high school students in the study, 46} had the behaviors of self injury, and 791 had no self-injury behaviors. The incidence of self injury was 37.2%. There was no significant difference in self injury behavior and psychological flexibility between boys and girls (T=0.07, 0.80, p>0.05) or between junior students and senior students (T=0.67，-0.005, p>0.005). However, students in the starting grades (Grade Seven, Grade Ten) and non-starting grades (Grade Eight, Grade Eleven) had significant differences in self-injury behavior (T=7.43, p<0.001) and psychological flexibility (T=3.01，p<0.01).

Participants were divided into three groups based on their mid-term scores. The incidence of self-injurious behavior among the students who had a good academic achievement (27%) was significant lower than the students with middle (46%) or poor (27%) academic achievement (F=8.79， p<0.001).The former group of students also had significant lower psychological flexibility (F=12.34, p<0.001 ) and psychological capital (F=20.47, p<0.001) than the latter two groups.

The partial correlation showed that the psychological flexibility of high school students was significantly positively correlated with psychological capital and academic achievement (r=0.40; 0.14, p<0.001), and was significantly negatively correlated with self-injury (r=-0.24, P<0.001).The psychological capital was significantly positively correlated with academic achievement (r=0.21，p<0.001), and was significantly negatively correlated with self-injury (r=-026 p<0.001).The academic achievement was negatively correlated with self-injury (r=0.12, p<0.001).

Regression analysis showed that psychological capital, academic achievement and psychological flexibility of high school students were all significantly negatively correlated with self-injury behavior.(β=-0.11, p<0.001; β=-0.01, p<0.05; β=-0.29，p<0.001).

The results of the mediation test with the bias-corrected non-parametric percentile Bootstrap method indicated the significances of the mediation pa“mental flexibility→psychological capital → self-injury behavior” was significant (95% CI [-0.20，-0.09], interval not including 0 and the effect value -0.14), the path of“psychological flexibility→academic achievement→self injury behavior'” (95%CI［-0.04，-0.01 ], range not including 0 and the effect value -0.02) and the mufti-step mediating path of `flexibility→psychological capital→student achievement→self-injury behavior' (95%CI [-0.02,-0.01], interval not including 0 and the effect value 0.01). The mediating effect of the above three mediation paths is -0.15, which accounts for 34.59% of the total effects. After the influence of the above mediation pathways was under control, the impact of psychological flexibility on self injury behavior was still significant.

Conclusion:

1 .The incidence of self-injury among high school students in the study was 372%.

2. The factors of gender and ages have no effect on self -injury. The self-harm behavior of students of Grade Seven and Ten was significantly higher than that of Grade Eight and Eleven. But the psychological flexibility of students in Grade Seven and Ten was significantly lower than that of Grade Eight and Eleven. he incidence of self-injury among high school students in the study was 372%.

3. The self-harm behavior of students with good academic achievement scores is significantly lower than other students, and their mental flexibility is significantly higher as well.

4. There is a significant positive correlation between any two of mental flexibility, psychological capital and academic achievement of high school students, and the three factors are significantly negatively correlated with self-injurious behavior and they can negatively predict self-injurious behavior.

5. High school students' psychological flexibility plays a direct role on self-injurious behavior. At the same time, psychological flexibility can affect self-injm0ious behavior indirectly through three mediation paths: `psychological flexibility→psychological capital→ self injury behavior →，”psychological flexibility→academic achievement→self injury behavior” and ”psychological flexibility → psychological capital→Academic achievement→Self-injury”.