Family functioning and self-injurious behavior in primary school children:the mediating role of teacher-student relationship and the moderating role of friendship quality
Objective To investigate the relationship between family functioning and self-injurious behavior among primary school children,as well as the effects of teacher-student relationship and friendship quality.Methods A questionnaire survey was conducted with 1 033 primary school children from grade four to six in Hunan province from March to April 2024,using the family APGAR index scale,the deliberate self-injury inventory,the teacher-student relationship subscale of the my class questionnaire,and the friendship quality questionnaire.Data were analyzed using SPSS 26.0 software for normality tests,descriptive statistics,chi-square tests,and Pearson correlation analyses.Confirmatory factor analysis was performed with AMOS 24.0,and moderated mediating effects were examined using the PROCESS 3.5 macro program.Results(1)The prevalence of self-injurious behavior among the sampled children was 37.4％(359/958),with no significant gender difference(x2=0.01,P＞0.05).However,the detection rate among grades was significant-ly different(x2=8.25,P＜0.05,Cramer's V=0.09).(2)Self-injurious behavior was negatively correlated with family functioning,teacher-student relationship,and friendship quality(r=-0.29,-0.25,-0.18,P＜0.01).Among family functioning,teacher-student relationship and friendship quality,there was positive cor-relations between each other(r=0.33-0.40,all P＜0.01).(3)Teacher-student relationship partially media-ted the relationship between family functioning and self-injurious behavior,with the mediating effect value ac-counting for 20％(-0.06/-0.30)of the total effect.(4)Friendship quality moderated the first stage of the mediating effect of teacher-student relationship on the relationship between family functioning and self-injuri-ous behavior(β=0.08,P＜0.01).When children's friendship quality was higher,the predictive effect of family functioning on teacher-student relationship was significantly strengthened(βsimple=0.30,P＜0.001,95％CI=0.21～0.38).Conclusion Effective family functioning promotes positive teacher-student relation-ship in children,thereby reducing the risk of self-injurious behavior.This effect is notably stronger among children with higher-quality friendships.
Primary school childrenFamily functioningTeacher-student relationshipFriendship qualitySelf-injurious behavior
NETL
NSTL
万方数据
