Examining the relationship of functions of self-injurious behavior with some variables

Purpose: In this study, the functions of high school students' self-injury behaviour were examined in terms of self-esteem, perceived social support, positive/negative emotions and regression level. Method: The research is based on correlational survey model. The sample of the study consists of 9th, 10th, 11th and 12th grade students studying in the high schools affiliated to Secondary Education, Religious Education, Vocational and Technical Education and Special Education in the central districts of İzmir. In each high school type, one branch from each grade level was selected, 2375 students accepted to participate in the study voluntarily and the sample group consisted of 1169 students with self-injury behavior. The data of the study were obtained by applying self-injury Behavior Assessment Inventory, Rosenberg Self-Esteem Scale, Multidimensional Perceived Social Support Scale, Positive and Negative Life Scale and Personal Information Form developed by the researcher. The data of the research was analyzed by using stepwise multiple regression analysis. Stepwise multiple linear regression analysis was used to analyze the data. Findings: According to the results of the research, 57% of the students showed self-injury behavior and used at least one of the twelve self-injury methods questioned in the sample group. Among the twelve self-injury methods that were questioned, it was observed that the students mostly used the method of "preventing the wound from healing" and "attacking himself or hitting himself to a hard surface". The least observed self-injury behaviors were found to be hazardous/harmful substances taking/gulping and burning. It was found that the incidence of self-injury behavior among female and male students with self-injury behavior ranged between 4.6% - 40% for female students and 5.2% -30.8% for male students, and the rate of self-injury for female students was higher than male students. The rate frequency of self-injury behavior was not differentiated among scholl types; moreover it was found that the rate of self-injury behavior among the students who consider themselves as middle socieconomic class and the students who consider themselves as average achievers was higher. Conclusion and Discussion: Autonomous functions were predicted by negative emotions, self-esteem, family support and other support. Social functions were predicted by family support, self-esteem, other support and negative emotions. Friend support was not predictive for both autonomous and social functions. In the light of the findings, some suggestions are offered to researchers and practitioners. Key words: The function of self-injury behavior, self-esteem, perceived social support, positive negative emotions, and adolescent.