摘要目的:探讨小学儿童家庭功能与自伤行为的关系，及师生关系和友谊质量对两者关系的影响。方法:2023年3—4月采用家庭关怀度指数量表、友谊质量问卷简表、故意自伤行为问卷简版和《我的班级》问卷师生关系分量表，对1 033名湖南地区四至六年级小学儿童进行问卷调查。运用SPSS 26.0进行正态性检验、描述性统计、 χ2检验及Pearson相关分析，采用AMOS 24.0进行验证性因子分析，并通过PROCESS 3.5宏程序进行有调节的中介效应检验。 结果:(1)儿童自伤行为检出率为37.5%(359/958)，性别差异无统计学意义( χ2＝0.01， P>0.05)，但年级差异有统计学意义( χ2＝8.25， P<0.05，Cramer's V＝0.09)。(2)自伤行为与家庭功能、师生关系、友谊质量均呈负相关( r＝－0.29，－0.25，－0.18，均 P<0.01)；家庭功能、师生关系、友谊质量之间两两呈正相关( r＝0.33~0.40，均 P<0.01)。(3)师生关系在家庭功能与自伤行为之间起部分中介作用，中介效应值占总效应的20.0%(－0.06/－0.30)。(4)友谊质量调节了师生关系对家庭功能与自伤行为关系的中介效应的前半段路径( β＝0.08， P<0.01)，当儿童友谊质量水平较高时，家庭功能对小学儿童师生关系的预测作用显著增强( βsimple＝0.30， P<0.001，95% CI＝0.21~0.38)。 结论:良好的家庭功能有助于儿童建立积极的师生关系，从而降低自伤行为的风险。对于友谊质量较高的儿童，这一影响路径效应更为显著。

abstractsObjective:To investigate the relationship between family functioning and self-injurious behavior among primary school children, as well as the effects of teacher-student relationship and friendship quality.Methods:A questionnaire survey was conducted with 1 033 primary school children from grade four to six in Hunan province from March to April 2024, using the family APGAR index scale, the deliberate self-injury inventory, the teacher-student relationship subscale of the my class questionnaire, and the friendship quality questionnaire. Data were analyzed using SPSS 26.0 software for normality tests, descriptive statistics, chi-square tests, and Pearson correlation analyses. Confirmatory factor analysis was performed with AMOS 24.0, and moderated mediating effects were examined using the PROCESS 3.5 macro program.Results:(1) The prevalence of self-injurious behavior among the sampled children was 37.4% (359/958), with no significant gender difference ( χ2=0.01, P>0.05). However, the detection rate among grades was significantly different ( χ2=8.25, P<0.05, Cramer's V=0.09). (2) Self-injurious behavior was negatively correlated with family functioning, teacher-student relationship, and friendship quality ( r=-0.29, -0.25, -0.18, P<0.01). Among family functioning, teacher-student relationship and friendship quality, there was positive correlations between each other ( r=0.33-0.40, all P<0.01). (3) Teacher-student relationship partially mediated the relationship between family functioning and self-injurious behavior, with the mediating effect value accounting for 20%(-0.06/-0.30) of the total effect. (4) Friendship quality moderated the first stage of the mediating effect of teacher-student relationship on the relationship between family functioning and self-injurious behavior ( β=0.08, P<0.01). When children's friendship quality was higher, the predictive effect of family functioning on teacher-student relationship was significantly strengthened ( βsimple=0.30, P<0.001, 95% CI=0.21~0.38). Conclusion:Effective family functioning promotes positive teacher-student relationship in children, thereby reducing the risk of self-injurious behavior. This effect is notably stronger among children with higher-quality friendships.