Abstract
Background: Studying suicidal ideation (SI) among students is of critical importance. Identifying groups at risk of suicide requires a comprehensive assessment of individual and social characteristics, recent stressors, and mental disorders. Objectives: The aim of this study was to investigate the mediating role of shame and self-criticism in the relationship between early life experiences and suicidal ideation. Methods: The study design was descriptive-correlational, utilizing structural equation modeling. A total of 296 students from Ahvaz Jundishapur University of Medical Sciences were selected through a convenience sampling method. Participants completed the Self-criticizing/Attacking and Self-reassuring Scale-Short Form (FSCRS-SF), Beck Suicide Ideation Scale (BSSI), Early Life Experience Scale (ELES), and the External and Internal Shame Scale (EISS). Data analysis was conducted using Pearson correlation and structural equation modeling with SPSS-23 and Liserl-10 software. Results: The findings indicated a positive and significant correlation between shame, self-criticism, early life experiences, and suicidal ideation (P < 0.01). The results showed that the model of suicidal ideation among students had a good fit (RMSEA = 0.07, NFI = 0.91, CFI = 0.92, χ2/df = 2.74). Conclusions: The results of this study suggest that early childhood experiences contribute to the development of shame and self-criticism, which are associated with the emergence of suicidal ideation. Therefore, the variables of shame and self-criticism should be considered in the development of therapeutic interventions targeting suicidal ideation.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call