중학생의 자해행동에 영향을 미치는 요인

Abstract

This study examines the effects of irrational beliefs, dysfunctional anger expressions, suicide accidents and cognitive emotional control on self-harm behaviors in middle school students and to help change middle school students' irrational beliefs. As a result of examining the structural relationship model, it was confirmed that irrational beliefs of middle school students increased self-harm behavior, but the effects of dysfunctional anger expression and suicide accidents on self-harm behaviors could be affected by adaptive, maladaptive and cognitive emotional control. Adaptive cognitive emotion control increases self-harm behavior by increasing the positive effects on dysfunctional anger and suicidal thoughts, and adaptive cognitive emotional control positively affects dysfunctional anger expression, suicidal thoughts and self-harm Negative effects on behavior lower suicidal thoughts and reduce self-harm behavior. These results indicate that adaptive cognitive emotion regulation reduces the negative effects on self-harm behavior.