Factors Affecting Self-harm Behavior of Middle School Students: Irrational Belief, Dysfunctional Anger Expression, Suicide Accident, and Structural Relationship Model of Cognitive Emotion Control

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.