童年逆境和近期压力事件对中学生拖延症的影响

贺贻同; 蒋玮青; 彭书懿; 刘倩妤; 郭蓝

doi:10.16835/j.cnki.1000-9817.2025271

童年逆境和近期压力事件对中学生拖延症的影响

doi: 10.16835/j.cnki.1000-9817.2025271

中山大学公共卫生学院，广东广州 510080

基金项目:

国家自然科学基金项目 82473652

详细信息

作者简介:
贺贻同(1999-)，男，江西九江人，在读硕士，主要研究方向为生命历程敏感期应激经历及早期干预

通讯作者:
郭蓝，E-mail: guolan3@mail.sysu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 C913.5 B844.2
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出版历程
- 收稿日期: 2025-02-19
- 修回日期: 2025-06-12
- 网络出版日期: 2025-10-10
- 刊出日期: 2025-09-25

Impact of childhood adversity and recent stressful events on procrastination of middle school students

School of Public Health, Sun Yat-sen University, Guangzhou 510080, Guangdong Province, China

摘要

摘要: 目的探讨童年逆境对中学生拖延症的影响，并分析近期压力事件在其中的中介效应及交互作用，为制定青少年拖延症的预防和干预策略提供科学依据。方法 2023年3月，采用多阶段整群随机抽样方法抽取广州市9所初、高中3 167名学生进行调查，采用自填式问卷调查法收集研究对象人口学特征、童年逆境、拖延症和近期压力、生活事件等情况。运用广义线性混合模型分析童年逆境与中学生拖延症之间的关联，并构建中介模型和相乘交互项及相加交互变量，探讨近期压力事件在其中的中介和交互作用。结果有28.8%的中学生报告以前曾遭受过至少1种童年逆境，中学生近期压力事件和拖延症平均得分分别为(18.85±16.69，23.13±9.25)分。调整年龄、性别、学校、家庭居住情况和经济状况、父母文化程度、抑郁症状等因素后，广义线性混合模型分析结果显示，童年逆境及其各维度均与中学生拖延症呈正向关联(β=0.83~3.27，P值均 < 0.05)。中介分析结果显示，近期压力事件在童年逆境和中学生拖延症之间起部分中介作用，中介效应占比为26.7%。交互作用结果显示，童年逆境与中学生近期压力事件的交互作用无统计学意义[交互项OR=0.98，95%CI=0.60~1.36；相对超额危险度(95%CI)=0.87(-0.22~1.96)，P值均＞0.05]。结论童年逆境是中学生拖延症的潜在风险因素，近期压力事件在该关联中发挥部分中介作用。
- 生活变动事件 /
- 压力 /
- 精神卫生 /
- 学生
Abstract: Objective To investigate the influence of childhood adversity on procrastination of middle school students, and to analyze the mediating effect and interaction of recent stressful events, providing a scientific basis for developing prevention and intervention strategies for procrastination behavior in adolescents. Methods In March 2023, a multi-stage cluster random sampling method was used to select 3 167 students from 9 junior and senior high schools in Guangzhou for investigation. Self-administered questionnaires were used to gather information on demographic characteristics, childhood adversity, procrastination and recent stressful life events. Generalized linear mixed models were employed to analyze the association between childhood adversity and procrastination among middle school students. Mediation analysis with multiplicative and additive interaction models were constructed to examine the mediating and interactive effects of recent stressful events. Results Among the middle school students, 28.8% reported experiencing at least one type of childhood adversity. The mean scores for recent stressful events and procrastination were (18.85±16.69) and (23.13±9.25), respectively. After adjusting for age, sex, school, household living conditions and economic status, parental education level, and depressive symptom, generalized linear mixed model analysis revealed that childhood adversity and its subdimensions were positively associated with procrastination among middle school students(β=0.83-3.27, all P < 0.05). Mediation analysis indicated that recent stressful events partially mediated the relationship between childhood adversity and procrastination among middle school students, accounting for 26.7% of the total effect. Interaction analysis showed no statistically significant interaction between childhood adversity and recent stressful events among middle school students[OR(95%CI)=0.98(0.60-1.36), RERI(95%CI)=0.87(-0.22-1.96), both P>0.05]. Conclusion Childhood adversity is a potential risk factor for procrastination among middle school students, and recent negative life events partially mediate this association.
- Life change events /
- Pressure /
- Mental health /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同组别中学生童年逆境数量分布比较

Table 1. Comparison of the distribution of childhood adversity among different groups of middle school students

组别	选项	人数	0项	1项	2项	≥3项	χ²值	P值
性别	男	1 546	1 147(74.2)	239(15.5)	96(6.2)	64(4.1)	131.1	<0.01
	女	1 621	1 109(68.4)	314(19.4)	121(7.5)	77(4.8)
学段	初中	1 643	1 233(75.0)	260(15.8)	98(6.0)	52(3.2)	28.3	0.01
	高中	1 524	1 023(67.1)	293(19.2)	119(7.8)	89(5.8)
家庭居住情况	与父母居住	2 607	2 024(77.6)	348(13.3)	150(5.8)	85(3.3)	399.9	<0.01
	与父母一方居住	275	63(22.9)	129(46.9)	41(14.9)	42(15.3)
	与亲戚居住	279	165(59.1)	74(26.5)	26(9.3)	14(5.0)
	缺失	6	4(66.7)	2(33.3)	0	0
家庭经济状况	较好	1 091	837(76.7)	178(16.3)	50(4.6)	26(2.4)	133.2	<0.01
	中等	1 793	1 273(71.0)	313(17.5)	129(7.2)	78(4.4)
	较差	213	98(46.0)	48(22.5)	33(15.5)	34(16.0)
	缺失	70	48(68.6)	14(20.0)	5(7.1)	3(4.3)
父亲文化程度	小学及以下	144	84(58.3)	30(20.8)	15(10.4)	15(10.4)	26.4	0.01
	初中	881	622(70.6)	156(17.7)	59(6.7)	44(5.0)
	高中	810	580(71.6)	141(17.4)	54(6.7)	35(4.3)
	大专及以上	1 013	731(72.2)	169(16.7)	73(7.2)	40(3.9)
	缺失	319	239(74.9)	57(17.9)	16(5.0)	7(2.2)
母亲文化程度	小学及以下	257	166(64.6)	46(17.9)	21(8.2)	24(9.3)	30.9	<0.01
	初中	967	674(69.7)	188(19.4)	66(6.8)	39(4.0)
	高中	691	492(71.2)	123(17.8)	43(6.2)	33(4.8)
	大专及以上	935	679(72.6)	148(15.8)	74(7.9)	34(3.6)
	缺失	317	245(77.3)	48(15.1)	13(4.1)	11(3.5)
近期压力事件	高水平	1 297	748(57.7)	283(21.8)	155(12.0)	111(8.6)	247.1	<0.01
	低水平	1 870	1 508(80.6)	270(14.4)	62(3.3)	30(1.6)
抑郁症状	是	762	406(53.3)	171(22.4)	105(13.8)	80(10.5)	212.3	<0.01
	否	2 405	1 850(76.9)	382(15.9)	112(4.7)	61(2.5)
注： ()内数字为构成比/%。

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表 2 童年逆境和中学生拖延症的关联[β值(95%CI)，n=3 167]

Table 2. Association between childhood adversities and procrastination among middle school students[β(95%CI), n=3 167]

自变量	选项	模型1	模型2	模型3
童年逆境数量(连续性变量)		1.89(1.56~2.23)^**	1.48(1.11~1.85)^**	0.83(0.47~1.18)^**
童年逆境	是	4.13(3.44~4.81)^**	3.42(2.65~4.20)^**	2.14(1.40~2.88)^**
童年逆境数量	1项	3.18(2.36~4.01)^**	2.56(1.65~3.48)^**	1.81(0.95~2.67)^**
	2项	5.79(4.55~7.03)^**	5.15(3.84~6.46)^**	3.27(2.02~4.51)^**
	≥3项	5.30(3.79~6.81)^**	4.06(2.44~5.67)^**	1.63(0.08~3.17)^*
虐待	检出	4.30(3.52~5.09)^**	3.47(2.64~4.29)^**	2.06(1.27~2.85)^**
家庭功能不全	检出	3.46(2.53~4.39)^**	2.97(1.83~4.12)^**	1.98(0.90~3.05)^**
忽视	检出	4.09(2.39~5.79)^**	1.82(-0.03~3.68)	0.62(-1.11~2.36)
注：因变量拖延症得分为连续型变量，自变量中童年逆境以否，童年逆境数量以0，虐待、家庭功能不全、忽视均以未检出为参照；模型1未调整变量，模型2调整变量为年龄、性别、学段、家庭居住情况、家庭经济状况、父母文化程度，模型3在模型2基础上调整抑郁症状；^* P < 0.05，^** P < 0.01。

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表 3 童年逆境和中学生拖延症关联的学段分层分析[β值(95%CI)]

Table 3. Hierarchical analysis of association between childhood adversities and procrastination among middle school students [β(95%CI)]

自变量	选项	初中生(n=1 643)			高中生(n=1 524)
自变量	选项	模型1	模型2	模型3	模型1	模型2	模型3
童年逆境数量(连续性变量)		2.07(1.56~2.58)^**	1.85(1.29~2.42)^**	1.02(0.49~1.56)^**	1.72(1.28~2.16)^**	1.24(0.76~1.72)^**	0.71(0.24~1.17)^**
童年逆境	是	4.31(3.31~5.30)^**	4.14(3.01~5.28)^**	2.63(1.55~3.71)^**	3.86(2.92~4.80)^**	2.87(1.82~3.92)^**	1.76(0.75~2.77)^**
童年逆境数量	1项	3.23(2.05~4.42)^**	3.12(1.79~4.45)^**	2.14(0.89~3.40)^**	2.99(1.85~4.12)^**	2.00(0.75~3.24)^**	1.41(0.23~2.60)^*
	2项	6.34(4.52~8.16)^**	6.22(4.27~8.17)^**	4.25(2.41~6.09)^**	5.26(3.59~6.93)^**	4.55(2.80~6.30)^**	2.76(1.08~4.44)^**
	≥3项	5.84(3.38~8.29)^**	5.24(2.58~7.89)^**	1.93(-0.59~4.45)	4.88(2.97~6.78)^**	3.42(1.39~5.46)^**	1.53(-0.42~3.49)
虐待	检出	4.56(3.39~5.73)^**	4.17(2.93~5.41)^**	2.41(1.23~3.59)^**	4.04(2.99~5.09)^**	2.99(1.88~4.09)^**	1.83(0.77~2.88)^**
家庭功能失调	检出	3.43(2.11~4.74)^**	3.08(1.46~4.71)^**	2.15(0.64~3.67)^**	3.32(2.02~4.62)^**	3.10(1.49~4.71)^**	2.07(0.54~3.60)^**
忽视	检出	3.50(0.81~6.18)^*	2.83(-0.05~5.72)	1.58(-1.09~4.25)	4.39(2.22~6.57)	1.00(-1.42~3.42)	-0.15(-2.43~2.13)
注：自变量中童年逆境以否，童年逆境数量以0，虐待、家庭功能不全、忽视均以未检出为参照；模型1未调整变量，模型2调整变量为年龄、性别、家庭居住情况、家庭经济状况、父母文化程度，模型3在模型2基础上调整抑郁症状；^* P < 0.05，^** P < 0.01。

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表 4 近期压力事件在童年逆境和中学生拖延症关联间的中介作用分析[β值(95%CI)]

Table 4. Analysis of mediating effect of recent stressful events on the association between childhood adversity and procrastination among middle school students[β(95%CI)]

学段	模型	中介效应	直接效应	总效应	中介效应占比/%
初中	1	0.12(0.07~0.16)	0.12(0.06~0.18)	0.22(0.16~0.28)	44.7
(n=1 643)	2	0.05(0.03~0.07)	0.10(0.03~0.16)	0.15(0.08~0.21)	35.1
高中	1	0.05(0.03~0.07)	0.11(0.05~0.16)	0.16(0.10~0.22)	32.9
(n=1 524)	2	0.02(0.01~0.03)	0.09(0.03~0.14)	0.10(0.05~0.16)	17.3
总体	1	0.07(0.06~0.09)	0.11(0.07~0.16)	0.18(0.14~0.23)	38.7
(n=3 167)	2	0.03(0.02~0.05)	0.09(0.05~0.13)	0.12(0.08~0.16)	26.7
注：初中、高中模型1调整变量为年龄、性别、家庭居住情况、家庭经济状况、父母文化程度，模型2在模型1基础上调整抑郁症状；总体模型1调整变量为年龄、性别、学段、家庭居住情况、家庭经济状况、父母文化程度，模型2在模型1基础上调整抑郁症状；P值均 < 0.01。

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