Bullying and Suicidality in Urban Chinese Youth: The Role of Teacher-Student Relationships
Bullying and Suicidality in Urban Chinese Youth: The Role of Teacher-Student Relationships
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DOI：
10.1089/cyber.2017.0484
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发表时间：
2018-05-01
影响因子：
6.6
通讯作者：
Guo, Jing
中科院分区：
文献类型：
--
作者：
Han, Ziqiang;Fu, Mingqi;Guo, Jing
本研究的目的是检验欺负和自杀倾向之间的联系。特别是，我们测试了师生关系对中国城市青少年之间欺凌和自杀行为之间关联的交互作用。共招募了来自中国7个城市的3，675名参与者。三个问题被用来捕捉自杀相关的措施：自杀意念，自杀计划，自杀未遂。传统欺凌和网络欺凌被用来衡量被欺凌的影响。结果表明，被欺负，传统或在线，是显着相关的自杀。传统欺负与师生关系对自杀意念的交互作用显著（比值比1.34，95%可信区间1.03-1.74）。然而，在师生关系中没有发现网络欺凌与自杀倾向之间存在显著的交互作用。结果表明，师生关系对欺负与自杀之间的关系有显著的保护作用，但作用有限。未来发展适应社会发展的自杀干预策略将是有益的。
The aim of this study is to examine the link between bullying and the tendency toward suicide (suicidality). In particular, we tested the interaction effect of teacher-student relationships on the association between bullying and suicidality among urban youth in China. A total of 3,675 participants were recruited from 7 provinces in urban China. Three questions were used to capture suicidality-related measures: suicide ideation, suicide planning, and attempting suicide. Traditional bullying and cyberbullying were used to measure the effect of being bullied. The results show that being bullied, traditionally or online, is significantly associated with suicidality. The interaction effect between traditional bullying and the teacher-student relationship for suicidal ideation is significant (odds ratio 1.34, 95% confidence interval 1.03-1.74). However, no significant interaction effects in teacher-student relationships have been found in the association between cyberbullying and suicidality. The results indicate that teacher-student relationships have a significant protective, but limited, effect on the relationship between bullying and suicidality. Future development of suicidality intervention strategies adapted to the development of society will be beneficial.