The Effect of Senior Elementary School Students’ Emotional Perception Clarity, Emotion Regulation, and Family Relationship on Non-Suicidal Self-Injury and Depression

Abstract

regulation, family relationship, non-suicidal self-injury, and depression, and to determine associated factors ofnon-suicidal self-injury and depression for senior elementary school students. Methods: Data were collected from 150early adolescences in K region, Korea. A self-report questionnaire consisted of Trait Meta-Mood Scale, CognitiveEmotion Regulation Questionnaire, Family Relationship Assessment Scale, Functional Assessment of Self-Mutilation,and Children's Depression Inventory. The data were analyzed using t-test, Pearson’s correlation coefficient, logisticregression, and multiple regression analysis. Results: Non-suicidal self-injury and depression were positivelyassociated with maladaptive emotion regulation strategy and family conflict, but negatively related to emotionalperception clarity and family support. Adaptive emotion regulation strategy and family togetherness were onlysignificantly correlated with depression. In logistic regression analysis, significant predictors of non-suicidal self-injurywere emotional perception clarity, maladaptive emotion regulation strategy, and family support. Multiple regressionanalysis found that significant factors of depression were adaptive and maladaptive emotion regulation strategies,which explained 38.0% of the variance. Conclusion: Our study findings suggest that targeted intervention to reinforcethe adaptive emotion regulation strategy and family relationship may prevent non-suicidal self-injury, and depressionfor senior elementary school students.