校园氛围和负性情绪对青少年自杀意念的影响：一项交叉滞后研究

摘要/Abstract

摘要： 本研究综合考虑了阶段-环境匹配理论、自杀逃避理论以及自杀的人际关系理论，通过追踪调查的方式，探讨校园氛围和负性情绪对青少年自杀意念的影响。采用青少年感知校园氛围问卷、正性负性情绪量表以及自杀意念问卷，对271名中学生进行了为期一年、共三次的追踪调查。结果表明：（1）校园氛围、负性情绪和青少年自杀意念都表现出较高程度的稳定性；（2）校园氛围和负性情绪分别可以延时预测负性情绪和青少年自杀意念；（3）负性情绪对校园氛围和青少年自杀意念的关系存在完全跨时中介作用。

关键词: 自杀意念, 校园氛围, 负性情绪, 青少年, 交叉滞后

Abstract: Based on the interpersonal theory of suicide, the stage-environment fit theory, and the escape theory of suicide, this study adopted longitudinal research design to analyze and discuss the effect of school climate and negative emotion on adolescent suicidal ideation. A total of 271 students from a middle school in Tianjin were followed up for one year (3 times in total) by three scales. The cross-lagged model was established by Mplus7.0 software, and the results showed that: 1) school climate, negative emotion and adolescent suicidal ideation all kept a high degree of stability; 2) school climate revealed the effect of negative delay prediction on negative emotion, and negative emotion revealed the effect of positive delay prediction on suicidal ideation across three time points; 3) negative emotion had a full inter-temporal mediation effect on the relationship between school climate and suicidal ideation.

Key words: suicidal ideation, school climate, negative emotion, adolescent, cross-lagged model

中图分类号:

B844

刘羽, 杨洋, 王晨旭, 杨亚楠, 贾绪计, 白学军, 林琳. 校园氛围和负性情绪对青少年自杀意念的影响：一项交叉滞后研究[J]. 心理与行为研究, 2020, 18(6): 784-790.

LIU Yu, YANG Yang, WANG Chenxu, YANG Yanan, JIA Xuji, BAI Xuejun, LIN Lin. The Effect of School Climate and Negative Emotion on Adolescent Suicidal Ideation: One Year Follow-Up Cross-Lagged Regression Analyses[J]. Studies of Psychology and Behavior, 2020, 18(6): 784-790.

参考文献

董奇, 林崇德. (2011). 中国6～15岁儿童青少年心理发育关键指标与测评. 北京: 科学出版社.
杜睿, 江光荣. (2015). 自杀行为: 影响因素、理论模型及研究展望. 心理科学进展, 23(8), 1437-1452
段佳丽, 吕若然, 赵海. (2015). 北京市青少年健康相关危险行为调查报告. 北京: 北京出版社.
国家卫生和计划生育委员会. (2013). 居民病伤死亡原因. 见国家卫生和计划生育委员会 (编). 中国卫生和计划生育统计年鉴 (pp.291-323). 北京: 中国协和医科大学出版社.
侯珂, 张云运, 向小平, 任萍. (2018). 青少年早期学业成就的同伴团体社会化: 感知学校氛围的调节作用. 心理发展与教育, 34(3), 294-303
黄丽, 杨廷忠, 季忠民. (2003). 正性负性情绪量表的中国人群适用性研究. 中国心理卫生杂志, 17(1), 54-56, doi: 10.3321/j.issn:1000-6729.2003.01.018
黎亚军. (2016). 青少年受欺负与自杀: 抑郁的中介作用及性别差异. 中国临床心理学杂志, 24(2), 282-286
李董平, 何丹, 陈武, 鲍振宙, 王艳辉, 赵力燕. (2015). 校园氛围与青少年问题行为的关系: 同伴侵害的中介作用. 心理科学, 38(4), 896-904
刘伟, 林蓉, 张维蔚, 吴家刚, 林琳, 杜琳, 刘伟佳. (2012). 广州市青少年故意伤害行为分析. 中国学校卫生, 33(7), 775-777
牛文华, 翟玲玲, 任时, 任凌云, 赵剑, 刘倩男. (2016). 2013年本溪市青少年伤害的横断面调查. 实用预防医学, 23(6), 697-701, doi: 10.3969/j.issn.1006-3110.2016.06.016
覃凤荣. (2020). 中学生感知的校园氛围对其社会情绪健康、学校适应影响的追踪研究(硕士学位论文). 湖南师范大学, 长沙.
王姝雯. (2020). 初中生感知学校氛围、学业情绪与学习投入的关系研究(硕士学位论文). 哈尔滨师范大学.
许有云, 周宵, 刘亚鹏, 邓慧华. (2014). 学校氛围对青少年抑郁的影响: 自我控制的中介作用. 中国临床心理学杂志, 22(5), 860-863
杨雪, 王艳辉, 李董平, 赵力燕, 鲍振宙, 周宗奎. (2013). 校园氛围与青少年的自杀意念/企图: 自尊的中介作用. 心理发展与教育, 29(5), 541-551
游雅媛, 叶宝娟, 唐日新, 陈佳雯, 雷希, 符皓皓. (2017). 家庭功能对中学生自杀意念的影响: 有调节的中介效应. 中国临床心理学杂志, 25(6), 1101-1103, 1068
翟曼. (2014). 初中生感知的学校气氛与学业情绪的关系(硕士学位论文). 天津师范大学.
张光珍, 梁宗保, 邓慧华, 陆祖宏. (2014). 学校氛围与青少年学校适应: 一项追踪研究. 教育科学文摘, 33(6), 76-77
张平平, 李凌艳, 辛涛. (2011). 学校氛围对学生数学成绩影响的跨文化比较: 基于多水平分析的结果. 心理发展与教育, 27(6), 625-632
朱琦, 夏庆华, 喻彦, 周鹏, 余力, 姜玉. (2017). 上海市长宁区初中生自杀意念流行现状及影响因素分析. 中国学校卫生, 38(11), 1637-1640
Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington: University of Vermont, Department of Psychiatry.
Baumeister, R. F. (1990). Suicide as escape from self. Psychological Review, 97(1), 90-113, doi: 10.1037/0033-295X.97.1.90.
Brausch, A. M., & Decker, K. M. (2014). Self-esteem and social support as moderators of depression, body image, and disordered eating for suicidal ideation in adolescents. Journal of Abnormal Child Psychology, 42(5), 779-789, doi: 10.1007/s10802-013-9822-0.
Dean, P. J., Range, L. M., & Goggin, W. C. (1996). The escape theory of suicide in college students: Testing a model that includes perfectionism. Suicide and Life-Threatening Behavior, 26(2), 181-186.
Deutsch, A. R., & Slutske, W. S. (2015). A noncausal relation between casual sex in adolescence and early adult depression and suicidal ideation: A longitudinal discordant twin study. The Journal of Sex Research, 52(7), 770-780, doi: 10.1080/00224499.2014.942413.
Durkheim, E. (2001). Suicide: A study in sociology. In E. S. Shneidman (Ed.), Comprehending suicide: Landmarks in 20th-century suicidology (pp. 33-47). Washington: American Psychological Association.
Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for young adolescence. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Vol. 3. Goals and cognitions (pp. 139-186). New York: Academic Press.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241, doi: 10.1111/j.1532-7795.2010.00725.x.
Eccles, J. S., & Roeser, R. W. (2012). School influences on human development. In L. C. Mayes & M. Lewis (Eds.), The Cambridge handbook of environment in human development (pp. 259-283). New York: Cambridge University Press.
Haynes, N. M., Emmons, C., & Comer, J. P. (1993). Elementary and middle school climate survey. New Haven, CT: Yale University Child Study Center.
Heffer, T., & Willoughby, T. (2018). The role of emotion dysregulation: A longitudinal investigation of the interpersonal theory of suicide. Psychiatry Research, 260, 379-383, doi: 10.1016/j.psychres.2017.11.075.
Herba, C. M., Ferdinand, R. F., Stijnen, T., Veenstra, R., Oldehinkel, A. J., Ormel, J., & Verhulst, F. C. (2008). Victimisation and suicide ideation in the TRAILS study: Specific vulnerabilities of victims. The Journal of Child Psychology and Psychiatry, 49(8), 867-876, doi: 10.1111/j.1469-7610.2008.01900.x.
Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: A meta-analytic review. Perspectives on Psychological Science, 10(2), 227-237, doi: 10.1177/1745691614568352.
Jia, Y. M., Way, N., Ling, G. M., Yoshikawa, H., Chen, X. Y., Hughes, D., .. Lu, Z. H. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80(5), 1514-1530, doi: 10.1111/j.1467-8624.2009.01348.x.
Joiner, T. (2005). Why people die by suicide. Cambridge, MA: Harvard University Press.
Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73(4), 1151-1165, doi: 10.1111/1467-8624.00464.
Li, D. P., Bao, Z. Z., Li, X., & Wang, Y. H. (2016). Perceived school climate and Chinese adolescents’ suicidal ideation and suicide attempts: The mediating role of sleep quality. Journal of School Health, 86(2), 75-83, doi: 10.1111/josh.12354.
Liu, X. C., Tein, J. Y., Zhao, Z. T., & Sandler, I. N. (2005). Suicidality and correlates among rural adolescents of China. Journal of Adolescent Health, 37(6), 443-451, doi: 10.1016/j.jadohealth.2004.08.027.
Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007). Dialectical behavior therapy with suicidal adolescents. New York: The Guilford Press.
Moore, H., Benbenishty, R., Astor, R. A., & Rice, E. (2018). The positive role of school climate on school victimization, depression, and suicidal ideation among school-attending homeless youth. Journal of School Violence, 17(3), 298-310, doi: 10.1080/15388220.2017.1322518.
Nock, M. K., Green, J. G., Hwang, I., McLaughlin, K. A., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2013). Prevalence, correlates, and treatment of lifetime suicidal behavior among adolescents: Results from the National Comorbidity Survey Replication Adolescent Supplement. JAMA Psychiatry, 70(3), 300-310, doi: 10.1001/2013.jamapsychiatry.55.
Perkins, D. F., & Hartless, G. (2002). An ecological risk-factor examination of suicide ideation and behavior of adolescents. Journal of Adolescent Research, 17(1), 3-26, doi: 10.1177/0743558402171001.
Podsakoff, P. M., Mackenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903, doi: 10.1037/0021-9010.88.5.879.
Rubaltelli, E., & Pittarello, A. (2018). Negative emotion and trait emotional intelligence in reaction to terrorist attacks. Personality and Individual Differences, 123, 247-252, doi: 10.1016/j.paid.2017.11.036.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385, doi: 10.3102/0034654313483907.
Turecki, G., & Brent, D. A. (2016). Suicide and suicidal behaviour. The Lancet, 387(10024), 1227-1239, doi: 10.1016/S0140-6736(15)00234-2.
van Orden, K. A., Witte, T. K., Cukrowicz, K. C., Braithwaite, S. R., Selby, E. A., & Joiner, Jr. T. E. (2010). The interpersonal theory of suicide. Psychological Review, 117(2), 575-600, doi: 10.1037/a0018697.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070, doi: 10.1037/0022-3514.54.6.1063.
Zhang, X., Ren, Y. X., You, J. N., Huang, C., Jiang, Y. Q., Lin, M. P., & Leung, F. (2017). Distinguishing pathways from negative emotions to suicide ideation and to suicide attempt: The differential mediating effects of nonsuicidal self-injury. Journal of Abnormal Child Psychology, 45(8), 1609-1619, doi: 10.1007/s10802-017-0266-9.

[1]	石鑫欣, 吴怡霏, 冯迎. 父母差别对待与青少年问题行为的关系：一个有调节的中介模型[J]. 心理与行为研究, 2022, 20(5): 644-650.
[2]	罗芮, 赵云燕, 何然, 王耘, 陈福美. 二孩家庭父母偏爱的特点及其与青少年抑郁的关系[J]. 心理与行为研究, 2022, 20(5): 657-664.
[3]	王刚, 刘赛凤, 李琦琛, 文岱, 伍韫旖, 蒋波西, 李放. 父母忽视与青少年短视频过度使用的关系：正念和自我控制的中介机制[J]. 心理与行为研究, 2022, 20(4): 487-493.
[4]	李晓明, 刘小丹, 戴婷. 特质焦虑与青少年冒险行为的关系：基于双系统模型的机制探讨[J]. 心理与行为研究, 2022, 20(4): 529-535.
[5]	李永占. 情绪智力在身体自尊与进食障碍倾向间的调节作用[J]. 心理与行为研究, 2022, 20(4): 570-576.
[6]	孙洪蕊, 柳铭心, 张兴利, 周晨浩, 刁雅欣, 包乃丽. 父亲和母亲自主支持的特点及其与青少年社会适应的关系：自尊的中介作用[J]. 心理与行为研究, 2022, 20(3): 375-381.
[7]	张一林, 周姿言, 刘雨佳, 辛素飞. 无聊倾向对青少年网络成瘾的影响：一个有调节的中介模型[J]. 心理与行为研究, 2022, 20(3): 419-425.
[8]	邓林园, 杨梦茜, 杨雨萌, 周楠, 李蓓蕾. 父母自主支持、父母心理控制和青少年网络成瘾的关系：一项交叉滞后研究[J]. 心理与行为研究, 2022, 20(2): 190-196.
[9]	孙锦露, 刘海骅. 青少年校园欺凌行为量表编制[J]. 心理与行为研究, 2022, 20(2): 255-260.
[10]	李飞飞, 缴润凯, 刘丹, 尹航. 幼儿教师感恩特质与职业使命感的交叉滞后分析[J]. 心理与行为研究, 2021, 19(6): 824-830.
[11]	邓慧颖, 孔繁昌. 粗暴养育和青少年生命意义寻求的关系：一个有调节的中介模型[J]. 心理与行为研究, 2021, 19(5): 612-619.
[12]	贾晓珊, 朱海东. 社会经济地位与儿童青少年心理健康关系的元分析[J]. 心理与行为研究, 2021, 19(5): 671-678.
[13]	孔繁昌, 王美茹, 孙乙元, 夏宇娟, 李晓瑶. 父母手机冷落行为与青少年疏离感的关系：一个有调节的中介模型[J]. 心理与行为研究, 2021, 19(4): 486-492.
[14]	万娇娇, 纪莉莉, 吴丽娜, 张亚飞, 刘改改, 谷璜, 赵俊峰. 农村留守初中生亲子亲合与安全感的关系：一项交叉滞后研究[J]. 心理与行为研究, 2021, 19(4): 500-506.
[15]	马玲玲, 余鸿燕, 范为桥, 孟小. 父母教养方式与随迁儿童问题行为关系的交叉滞后分析[J]. 心理与行为研究, 2021, 19(3): 334-340.