缓冲与催化:希望在大学生自杀行为中的调节作用

doi:10.16382/j.cnki.1000-5560.2019.04.014

摘要/Abstract

摘要： 研究大学生自杀行为机制及其保护性因素，对于大学生自杀行为的预防和临床具有重要现实意义。本研究采用结构方程建模方法，以自杀的人际关系理论为依据，考察希望在大学生自杀行为中的作用机制。研究发现，自杀人际关系理论的潜变量模型能较好拟合我国大学生自杀行为数据。自我累赘感知和归属感受挫显著影响大学生自杀行为，且具有叠加效应。习得的自杀能力，尤其是死亡恐惧感的降低，对大学生自杀行为也有显著影响。希望对大学生自杀行为存在缓冲和催化两种调节作用。当个体心理状态恶化时，高希望水平会起到一个缓冲的作用，降低自杀意愿和行为产生的可能；但在同样情况下，如果个体缺乏希望或绝望悲观，则会起到一个催化作用，放大对自杀行为的影响力度。随着个体心理状态恶化程度的提高，这两种机制的作用逐渐增强。研究发现对我国高校大学生自杀行为的临床或预防具有重要现实指导意义。

关键词: 大学生, 自杀, 人际关系理论, 希望, 调节作用

Abstract: Understanding suicide behaviors and associated protective factors among college students bears important implications for prevention and clinical practices. Based upon a large dataset from college students, the current study investigated the role of hope in college student suicide behaviors within the interpersonal theory of suicide (IPTS). Results showed that IPTS could be used as a theoretical framework for interpreting suicide behaviors among Chinese college students as the latent variable models derived from the theory fitted the data well. Perceived burdensomeness (PB) and thwarted belongingness (TB), both individually and jointly, predicted student suicide behaviors significantly, so did the acquired capability of suicide (ACS), especially the component of the lowered fear of death (LFD). There were two types of moderating effects of hope in suicide behaviors of college students. High hope buffered the effects of PT and TB on suicide behaviors of college students, whereas no hope, or hopelessness, catalyzed the corresponding effects. These moderating effects became increasingly stronger as the mental status of the individual became worse. The implications of such findings for prevention and clinical practices were discussed.

Key words: college student, suicide, interpersonal theory, hope, moderation

朱虹, 杨向东, 吴冉. 缓冲与催化:希望在大学生自杀行为中的调节作用[J]. 华东师范大学学报(教育科学版), 2019, 37(4): 154-163.

Zhu Hong, Yang Xiangdong, Wu Ran. The Moderating Effect of Hope on Suicide Behavior Among College Students[J]. Journal of East China Normal University(Educationa, 2019, 37(4): 154-163.

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