A Study of Coping Strategies, Maladaptive Thinking Tendencies and Alexithymia in Students with Intentional Non-Suicidal Self-Harming Behaviour
Bibliographic record
Abstract
Background. Non-suicidal self-harming behaviour (NSSHB) is now widespread among young people in the world, the number of acts of which, including the one-time ones, can reach, according to various estimates, up to a quarter of the total number of students. Objectives. The study achieved three goals: to study methods and differences in the models of non-suicidal self-harming behaviour (NSSHB) in a sample of students from different subject areas, possible links between non-suicidal self-harming behaviour (NSSHB) and various cognitive impairments, and to study the mechanisms of various cognitive impairments that support NSSHB. Study Participants. The study involved 617 respondents aged 17 to 25 years (Mage = 23.4; SD = 6.53; 475 women (77%) and 142 men (23%), students of various profiles, 400 students of psychological profile of higher education. Methods. The study was carried out on the basis of a survey design using three questionnaires: the scale for the degree of depressing rumination (I-RS), coping styles (CSQ-3), the Toronto alexithymia assessment scale (TAS), and the NSSHB questionnaire. To process quantitative data, regression analysis is used — logistic regression Omnibus test, Cronbach’s α coefficient, Student’s t-criterion. Results. Participants with NSSHB scored significantly higher on maladaptive coping styles and psychology students on alexithymia. These differences were especially noticeable among students with recurrent and recent NSSHB. The maladaptive orientation of thinking and the factor of alexithymia turned out to be the most significant predictors of self-harm behaviour. About 10% of students with NSHB committed self-harm for the first time while studying directly at a university. Psychological profile students are more characterized by NSSHB than students of other profiles (χ2 = 5.54; df = 1; p = 0.019). Conclusions. The results confirm the importance of psychological support services in universities, and the need for further research into the psychological mechanisms of NSSHB. Students who have difficulty recognizing their own emotional states are less able to identify and apply strategies for enduring distress or solving underlying psychological problems.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".