本研究旨在瞭解新冠肺炎爆發期間，國中生的現實和網路社會支持與自傷行為間之關聯，並以Nock（2009）「自傷行為整合性理論模型」釐清自我批評是否能中介現實和網路社會支持對自傷行為之預測關係。本研究採橫斷式研究法，以新冠肺炎爆發初期、延後兩週開學的國中生作為研究對象，共取得有效樣本1,060份，並施以個人資料表、社會支持量表、自我批評量表及自傷行為量表，後採用描述性統計、獨立樣本t檢定、皮爾森相關分析，以及結構方程模式等統計方法進行資料分析。
研究結果顯示：（1）國中生的父母社會支持可顯著且負向預測自傷行為，然網路社會支持卻顯著且正向預測自傷行為、現實朋友社會支持無法顯著預測自傷行為；（2）父母社會支持能顯著且負向預測自我批評，然網路社會支持卻顯著且正向預測自我批評、現實朋友社會支持無法顯著預測自我批評；（3）自我批評對自傷行為呈顯著且正向預測力；（4）自我批評能部分中介父母社會支持對自傷行為之預測關係；以及（5）自我批評能部分中介網路社會支持對自傷行為之預測關係。
本研究檢驗了新冠肺炎爆發初期國中生於現實和網路社會支持及自我批評對自傷行為之中介模型，並根據結果提出在新冠肺炎爆發下，父母社會支持相較於現實朋友社會支持對國中生更具有保護作用，網路社會支持則可能增加自傷行為之風險，且自我批評之介入為國中生自傷行為之重要關鍵。建議未來研究與相關實務工作者於預防自傷行為時，能重視國中生自我批評傾向與社會支持的來源，以利更完整瞭解國中生自傷行為之歷程，並建構有效預防自傷行為之安全保護網。

This study aims to investigate the relationship between online and offline social support and non-suicidal self-injury behavior among junior high school students during COVID-19 outbreak, and to examine the mediating role of self-criticism in the predictive relationship between online and offline social support and non-suicidal self-injury behavior basing on the theory of Nock’s (2009) “An integrated theoretical model of the development and maintenance of nonsuicidal self-injury.”
Cross- Sectional Approach was taken in this study focusing on the junior-high school students whose school start date was postponed two-week-long in the beginning of COVID-19 outbreak. 1,060 effective samples were collected with the completion of personal profile, social-support scale, self-criticism scale, and non-suicidal self-injury scale, which have been analyzed with descriptive statistics method, independent sample t test, and Pearson correlation analysis; the data analysis have been applied with structural equation modeling (SEM) method.
The result of the study shows: (1) Parental support was significantly and negatively predictive to the non-suicidal self-injury behavior of the junior high school students, while online social support was significantly and positively predictive and real-world friend social support was not significantly predictive to the non-suicidal self-injury behavior; (2) Parental social support significantly and negatively predicted self-criticism, while online social support was significantly and positively predictive, and real-world friend social support was not significantly predictive to self-criticism; (3) Self-criticism was significantly and positively predictive to non-suicidal self-injury behavior; (4) Self-criticism partially mediated the predictive relationship of parental social support on non-suicidal self-injury behavior; and (5) Self-criticism partially mediated the predictive relationship of online social support on non-suicidal self-injury behavior.
This study examined the mediation model of online and offline social support and self-criticism on non-suicidal self-injury behavior to junior high school students in the beginning of COVID-19 outbreak, and basing on the study’s results, it is proposed that under COVID-19’s circumstances, the parental social support is more protective to junior high school students comparing to the real-world friend social support, while online social support might increase the risk of self-injury behavior; and the intervention of self-criticism is the key to junior high school students’ non-suicidal self-injury behavior. It is suggested that future researchers and related practitioners should pay attention to the source of self-criticism and social support of junior high school students in the prevention of self-injury behavior, so as to facilitate a more complete understanding of junior high school students' self-injury behavior, and to construct a protection network which can effectively prevent self-injury behavior.

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