同学和教师支持是否能缓冲逆境经历对情绪和行为问题的影响？
Does Schoolmate and Teacher Support Buffer against the Effect of Adverse Childhood Experiences on Emotional and Behavioural Problems?
机构信息
Department of Health Psychology and Research Methodology, Medical Faculty, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia.
Graduate School Kosice Institute for Society and Health, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia.
出版信息
Int J Environ Res Public Health. 2021 Dec 9;18(24):13009. doi: 10.3390/ijerph182413009.
This study aims to explore the associations of schoolmate and teacher support with emotional and behavioural problems (EBP) and whether schoolmate and teacher support affects the associations of adverse childhood experiences (ACE) and of EBP in adolescence. We obtained data from 5220 students aged from 11 to 15 (48.7% boys), who participated in the Health Behaviour in a School-aged Children study (2018, Slovakia). Using logistic regression adjusted for gender, age and family affluence we assessed the modification of the relations of ACE and EBP by schoolmate and teacher support. Schoolmate and teacher support decreased the probability of EBP (Odds Ratios, 95% confidence intervals: 0.76, 0.74|0.79; and 0.86, 0.83|0.89, respectively). However, we found no statistically significant interactions of schoolmate and teacher support regarding the association of ACE with EBP. Schoolmate and teacher support decreased the likelihood of EBP among adolescents but do not buffer the relation of any previous ACE with EBP.
本研究旨在探讨同学和教师支持与情绪和行为问题（EBP）之间的关联，以及同学和教师支持是否会影响不良童年经历（ACE）与青春期 EBP 的关联。我们从参加“儿童青少年健康行为研究”（2018 年，斯洛伐克）的 5220 名 11 至 15 岁（48.7%为男生）的学生中获取了数据。我们采用逻辑回归模型，根据性别、年龄和家庭富裕程度进行了调整，评估了同学和教师支持对 ACE 和 EBP 关系的调节作用。同学和教师支持降低了 EBP 的发生概率（优势比，95%置信区间：0.76，0.74|0.79；0.86，0.83|0.89）。然而，我们并未发现同学和教师支持与 ACE 与 EBP 之间的关联存在统计学意义的交互作用。同学和教师支持降低了青少年 EBP 的发生概率，但并不能缓冲任何先前 ACE 与 EBP 的关系。
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