ArticleFrontiers in psychology2026
Childhood trauma and non-suicidal self-injury among Chinese students: the mediating role of depression and the moderating role of perceived teacher legitimacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Childhood trauma is a risk factor for non-suicidal self-injury (NSSI), but school-based factors in this pathway remain unclear. This study examined whether depression indirectly linked childhood trauma to NSSI and whether perceived teacher legitimacy moderated the trauma-depression association. Methods: A cross-sectional survey was conducted in 2025 with 576 students from two senior high schools and two universities in northern and southern mainland China. The sample exceeded the minimum size estimated using the standard cross-sectional survey formula, Results: Childhood trauma was positively associated with depression and NSSI. Depression partially mediated the association between childhood trauma and NSSI. Perceived teacher legitimacy moderated the trauma-depression association; unexpectedly, this association was stronger at higher levels of perceived teacher legitimacy. Conclusion: Depression may be one important, but not exclusive, pathway linking childhood trauma to NSSI. Perceived teacher legitimacy appears to have context-dependent effects rather than being uniformly protective. These cross-sectional findings support the need for trauma-informed school support, early screening for depression and NSSI risk, and longitudinal research.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.