The Effect between Academic Stress and Non-Suicidal Self-Injury Behavior among Adolescents in Ethnic Areas: The Moderating Effect of Self-efficacy and Parental Supports

Abstract

Abstract Background Coupled with the importance parents attach to education in Chinese culture, which makes adolescents bear more pressure. Academic stress has always been one of the central pressures faced by Chinese adolescents, and there is a strong link between academic stress and the non-suicidal self-injury (NSSI) behavior of Chinese adolescents. Methods A cross-sectional study was conducted in 10 selected middle schools in Guangxi Province, China, to examine the relationship between academic stress and adolescents' NSSI behavior and further analyze the relationship between adolescents' self-efficacy and parental support in stress and NSSI. A total of 2344 children were included in the analysis, including 1142 boys (48.72%) and 1202 girls (51.28%). Results The prevalence of NSSI was not significant among adolescents of different ethnic groups (t=-1.48, p = 0.139), but academic stress had a positive effect on adolescents' NSSI behavior (R = -0. 246, p < 0.01). Self-efficacy and parental support can moderate the relationship between academic stress and NSSI behavior. The moderating effect of parental support is more robust than self-efficacy; the interaction of self-efficacy and parental support harms the relationship between adolescent stress and NSSI behavior, but for adolescents with high self-efficacy levels, the more likely it is to be is to cause adolescent NSSI behavior. Conclusion Academic stress harms adolescents' NSSI behavior, and self-efficacy and parental support can alleviate the negative effect of adolescent stress on NSSI behavior. However, it is necessary to provide appropriate parental support for adolescents with different levels of self-efficacy.