Analysis of suicidal ideation and school risk factors on the dual-factor model: Latent profile analysis and network analysis

IF 2.6 2区心理学 Q1 PSYCHOLOGY, SOCIAL

Personality and Individual Differences Pub Date : 2025-08-02 DOI:10.1016/j.paid.2025.113399

Mingtu Xu , Xiaoming Liu , Runhui Tian , Junsong Fei , Cong Fu , Leilei Liang , Kai Liu , Songli Mei

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Abstract

In recent years, suicide rates among school students have been steadily increasing, accompanied by a progressive decline in the age at which individuals engage in suicidal behaviors. Notably, suicidal ideation represents a critical risk factor in suicide prevention. The present study investigates the cause of suicidal ideation in school students by examining the influence of psychological characteristics and school-related stressors. A survey was distributed to 37,586 primary and secondary school students in Northeast China which access the status of depression, happiness, school-related stress, and suicidal ideation among school students. Latent profile analysis (LPA) identified four mental health profiles: Complete Mental Health, Vulnerable, Symptomatic but Content, and Troubled. Network analysis has identified significant positive correlations between suicidal ideation and school stress, particularly bullying, exam failures, and academic decline. These findings suggested that tailored mental health strategies should be used to promote well-being and prevent suicide in school students.

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自杀意念与学校危险因素的双因素模型分析：潜在剖面分析与网络分析

近年来，在校学生的自杀率一直在稳步上升，伴随着个人自杀行为年龄的逐渐下降。值得注意的是，自杀意念是预防自杀的一个关键风险因素。本研究通过心理特征和学校相关压力源的影响，探讨在校学生自杀意念的成因。对东北地区37586名中小学生进行抑郁、幸福、学业压力和自杀意念的调查。潜在特征分析（LPA）确定了四种心理健康特征：完全心理健康、脆弱、有症状但内容和麻烦。网络分析已经发现自杀意念与学校压力之间存在显著的正相关关系，尤其是欺凌、考试失败和学习成绩下降。这些发现表明，应该使用量身定制的心理健康策略来促进学生的健康并预防自杀。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Personality and Individual Differences PSYCHOLOGY, SOCIAL-

CiteScore

8.50

自引率

4.70%

发文量

577

审稿时长

41 days

期刊介绍： Personality and Individual Differences is devoted to the publication of articles (experimental, theoretical, review) which aim to integrate as far as possible the major factors of personality with empirical paradigms from experimental, physiological, animal, clinical, educational, criminological or industrial psychology or to seek an explanation for the causes and major determinants of individual differences in concepts derived from these disciplines. The editors are concerned with both genetic and environmental causes, and they are particularly interested in possible interaction effects.