Valois Robert F, Zullig Keith J, Revels Asa A
Department of Health Promotion, Education & Behavior, Arnold School of Public Health, Department of Family & Preventive Medicine, School or Medicine, University of South Carolina, Columbia, SC 29208.
Department of Social & Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV 26506.
J Sch Health. 2017 Apr;87(4):269-277. doi: 10.1111/josh.12493.
In this cross-sectional study we explored relationships between aggressive and violent behaviors and emotional self-efficacy (ESE) in a statewide sample of public high school adolescents in South Carolina (N = 3836).
The US Centers for Disease Control and Prevention Youth Risk Behavior Survey items on aggressive and violent behavior items and an adolescent ESE scale were used. Logistic regression analyses and multivariate models constructed separately, revealed significant race by sex findings.
Results suggest that carrying a weapon to school (past 30 days) and being threatened or injured with a gun, knife, or club at school (past 12 months) were significantly associated (p < .05) with reduced ESE for specific race/sex groups.
Results have implications for school- and community-based mental health services and social and emotional learning and aggression/violence prevention programs for adolescents. Measures of ESE as a component of comprehensive assessments of adolescent mental health, social and emotional learning and aggressive/violent behaviors in fieldwork, research, and program-evaluation efforts should be considered.
在这项横断面研究中，我们在南卡罗来纳州公立高中青少年的全州样本（N = 3836）中探讨了攻击性行为和暴力行为与情绪自我效能感（ESE）之间的关系。
使用了美国疾病控制与预防中心青少年风险行为调查中关于攻击性行为和暴力行为的项目以及青少年ESE量表。分别构建的逻辑回归分析和多变量模型揭示了显著的种族与性别交互作用结果。
结果表明，在特定种族/性别群体中，在过去30天携带武器上学以及在过去12个月内在学校受到枪支、刀具或棍棒的威胁或伤害与ESE降低显著相关（p <.05）。
研究结果对基于学校和社区的心理健康服务以及青少年的社会情感学习和攻击/暴力预防项目具有启示意义。在实地工作、研究和项目评估工作中，应考虑将ESE测量作为青少年心理健康、社会情感学习和攻击/暴力行为综合评估的一个组成部分。
