The Influence of School Climate on Adolescents’ Non-Suicidal Self-Injury: A Moderated Mediation Model

doi:10.12139/j.1672-0628.2025.01.013

Abstract

Abstract:

To explore the influence and mechanism of school climate on adolescents’ non-suicidal self-injury, a total of 1894 students in three middle schools in Fujian were investigated by using the Perceived School Climate Scale, Self-Compassion Scale, Mental Health Literacy Questionnaire and Adolescents Self-Harm Scale. The results showed that: 1) school climate had a negative predictive effect on adolescents’ non-suicidal self-injury; 2) self-compassion played a partial mediating role between school climate and non-suicidal self-injury; 3) mental health literacy moderated the relationship between school climate and non-suicidal self-injury in the direct effect of mediation model; 4) mental health literacy moderated the relationship between the self-compassion and non-suicidal self-injury in the indirect effect of mediation model. This study uncovered the mechanism of the influence of school climate on adolescents’ non-suicidal self-injury, and highlighting the need to prioritize school climate development and create a supportive environment for students that promote self-compassion and reduce self-injury.

Key words: school climate, non-suicide self-injury, self-compassion, mental health literacy

摘要：

探讨校园氛围对青少年自伤的影响及其作用机制，采用校园氛围感知量表、自我同情量表、中学生结构式心理健康素养问卷和青少年自我伤害行为问卷，对福建省三所中学共1894名中学生进行问卷调查。结果发现：(1)校园氛围对青少年自伤具有负向预测作用；(2)自我同情在校园氛围与自伤之间起部分中介作用；(3)心理健康素养在校园氛围与自伤之间的直接路径起调节作用；(4)心理健康素养在自我同情中介效应的后半路径起调节作用。研究揭示了校园氛围影响青少年自伤的心理机制，强调应关注校园氛围建设，营造能为学生提供支持的环境，从而促进自我同情发展，减少自伤。

关键词: 校园氛围, 自伤, 自我同情, 心理健康素养

Jiandong LIU, Anna WANG, Zebo LAN, Fanghua ZENG, Lihua LIN. The Influence of School Climate on Adolescents’ Non-Suicidal Self-Injury: A Moderated Mediation Model[J]. Studies of Psychology and Behavior, 2025, 23(1): 99-106.

刘建东, 王安娜, 兰泽波, 曾芳华, 林丽华. 校园氛围对青少年自伤的影响：有调节的中介作用[J]. 心理与行为研究, 2025, 23(1): 99-106.

Figures/Tables 8

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变量	M	SD	1	2	3	4	5
1.性别
2.年级			0.01
3.自伤	3.47	9.61	0.06**	−0.13***
4.校园氛围	70.82	11.10	0.00	−0.03	−0.24***
5.自我同情	39.51	7.26	−0.11***	0.01	−0.30***	0.42***
6.心理健康素养	21.41	3.37	0.02	−0.02	−0.26***	0.42***	0.49***

变量	M	SD	1	2	3	4	5
1.性别
2.年级			0.01
3.自伤	3.47	9.61	0.06**	−0.13***
4.校园氛围	70.82	11.10	0.00	−0.03	−0.24***
5.自我同情	39.51	7.26	−0.11***	0.01	−0.30***	0.42***
6.心理健康素养	21.41	3.37	0.02	−0.02	−0.26***	0.42***	0.49***

		自伤
		β	SE	F	调整R²
第一步	性别	0.06**	0.05	20.89***	0.02
	年级	−0.13***	0.01
第二步	性别	0.06**	0.04	54.37***	0.08
	年级	−0.14***	0.01
	校园氛围	−0.24***	0.02

		自伤
		β	SE	F	调整R²
第一步	性别	0.06**	0.05	20.89***	0.02
	年级	−0.13***	0.01
第二步	性别	0.06**	0.04	54.37***	0.08
	年级	−0.14***	0.01
	校园氛围	−0.24***	0.02

预测变量	自伤			自我同情			自伤
预测变量	β	SE	t	β	SE	t	β	SE	t
性别	0.06	0.04	2.93**	−0.11	0.04	−5.25***	0.04	0.04	1.81
年级	−0.14	0.01	−6.36***	0.02	0.01	1.08	−0.14	0.01	−6.28***
校园氛围	−0.24	0.02	−10.90***	0.43	0.02	20.56***	−0.14	0.02	−5.95***
自我同情							−0.23	0.02	−9.70***
F			54.44***			149.84***			66.39***
R²			0.08			0.19			0.12