教師心理虐待經(jīng)歷與抑郁、自殺意念的關(guān)系研究

1、 中圖分類號： 中圖分類號：B844 單位代碼： 單位代碼：10231 學(xué) 號： 號：42110220 教師心理虐待經(jīng)歷與抑郁、自殺意念 教師心理虐待經(jīng)歷與抑郁、自殺意念 的關(guān)系研究 的關(guān)系研究 學(xué)科專業(yè)： 發(fā)展與教育心理學(xué) 研究方向： 教育心理學(xué) 作者姓名： 屈家寧 指導(dǎo)教師： 陸桂芝 教授 哈爾濱師范大學(xué) 二〇一四年六月 The re

2、lationship among the teachers' psychological abuse experience with depression and suicide idea 【Abstract】 Objective：To explore the teacher psychological abuse behavior influence on the students’ mental health, in or

3、der to apply the results to the teacher’s education and teaching, prevent the happening of the teachers’ psychological abuse, cultivate physical and mental health of students. This research to develop the teachers’ psych

4、ological abuse behavior scale and uses the questionnaire survey method, under the perspective of teachers’ psychological abuse behavior, using the mediation effect and multiple regression analysis to explore teachers’ ps

5、ychological abuse behavior and students of the relationship between depression and suicide idea, in order to prevent teacher psychological abuse behavior influence on the students’ mental health. Methods：(1) Reference of

6、 existing research and literature, through the open investigation, 40 project initial questionnaire was complied. Using convenient sampling, random of TPAHS test was conducted among 1000 college students of five universi

7、ties in Harbin. The scale was revised through item analysis. The construct validity of the scale was tested through exploratory factor analysis and confirmatory factor analysis. The test-retest reliability was tested by

8、150 students 2 week later. (2)A total of 670 college students from 5 colleges in Harbin were investigated by using the Teachers’ Psychological Abuse History Scale (TPAHS), Center for Epidemiological Survey, Depression Sc

9、ale (CES-D) and Self-rating Idea of Suicide Scale (SIOSS). Results：(1) the exploratory factor analysis indicated that TPAHS was composed of 21 items and four factors, including verbal abuse, physical abuse, deprivation a

10、nd neglect, and could explained 55.58% of the total variance. This 4 factors construct was confirmed by CFA (χ2 /df = 1.79, CFI=0.91, TLI=0.90, SRMR=0.05, RMSEA=0.05 （P=0.84） ). The Cronbach α of the whole scale was 0.91

11、, and each factor ranged from 0.67-0.87; the test-retest reliability coefficient of the TPAHS was 0.86, and each factor ranged from 0.52-0.85. (2) Depression had a total mediating influence on the relationship between te

12、achers’ psychological abuse and suicide idea. The final modified model fit the data well (χ2 /df = 3.497, CFI=0.940, TLI=0.921, GFI=0.950, RMR=0.057, RMSEA=0.069). To test the common method biases of the model and conclu

13、ded that depression and suicide idea in the teachers’ psychological abuse behavior between the intermediary effect models there is no common method bias. (3) Depression had a moderating effect on the relationship between

14、 teachers’ psychological abuse and suicide idea. Its unstandardized regression equation: suicide idea=10.213+1.175×depression + 0.538×teachers’ psychological abuse-0.099×teachers’ psychological abuse squar

15、e ×depression. Means that Y=10.213+1.175M+0.538X-0.099X2M. Variance inflation factor VIF is based in the regression model, the coefficient of less than 5, the Tolerance coefficients were greater than 0.2, the model

16、does not exist multicollinearity. Conclusions：(1)The self-made Teachers’ Psychological Abuse History Scale(TPAHS) has suggests that this scale has good reliability and validity. (2)Demographic variables of gender is sign

17、ificant difference on teachers’ psychological abuse; Whether the one-child is significant difference on physical abuse factors, no significant differences in other factors; Different levels of education is significant di