自尊作为青少年人格发展的核心因素，对于青少年心理健康的积极发展具有重要意义。家庭作为个体成长发展的第一环境，对青少年的心理健康影响较大。现有的实证研究发现，残缺的家庭结构、匮乏的家庭资源、消极的家庭关系等家庭风险因素都会导致个体的自尊水平低下。以往关于青少年的家庭风险因素与自尊水平的考察主要聚焦于单一或少数因素，而一些学者发现多重风险的累积效应对个体发展有着更强的预测作用（Rutter et al., 1979；Evans & Kim, 2012）。因此，有必要考察家庭风险因素的累积作用与个体的自尊水平发展之间的关系。同时，社会支持作为重要的外部保护性资源能够保护处于风险环境中的个体，缓冲风险因素的负面影响。因此，在农村初中生家庭累积风险与自尊的关系中，作为外在保护资源的家庭外社会支持如何发挥作用还需要进一步探究。

本研究通过对来自农村地区的3266名初中生进行考察，探索了农村初中生的自尊水平、家庭外社会支持和家庭累积风险的特点，以及家庭累积风险与个体自尊水平的关系及其函数关系模式，并进一步考察不同来源的家庭外社会支持（朋友支持、学校支持）在这之间的调节作用。主要研究结果如下：

（1）有14.2%的学生未经历任何1项风险，85.8%的学生至少经历了1项家庭风险，其中经历5项以上风险因素的学生比例为10.1%。有73.76%的学生面临着家庭资源不足风险，其次是经历了家庭不利体验和家庭氛围风险的学生，占比分别为39.80%和31.00%，有15.6%的学生家庭结构不完整。

（2）家庭累积风险能够显著负向预测个体的自尊水平，且二者的函数关系呈现线性关系。具体表现为，个体面临的家庭风险因素越多，其自尊水平越低。

（3）学校支持能够正向预测个体的自尊水平，朋友支持对个体的自尊水平预测作用不显著。

（4）朋友支持和学校支持均能够在家庭累积风险和自尊水平的关系中起到调节作用。在低风险情况下，高朋友支持、高学校支持的学生的自尊水平显著高于低朋友支持和低学校支持的学生。

基于研究结果，本研究从专业社会工作的角度出发，提出如下干预建议：识别风险人群，聚焦个体发展特点；注重家庭教育，营造良好家庭环境；提升社交能力，建立协调朋友关系；加强学校教育，促进家校合力共育。

As the core factor of adolescent personality development, self-esteem plays an important role in the positive development of adolescent mental health. As the first environment for the growth and development of individuals, it is necessary to focus on the mental health development of adolescents from a family perspective. Existing empirical studies have found that family risk factors such as lack of family structure, lack of family resources, and negative family relationships will reduce individual self-esteem. Previous studies on family risk factors and adolescent self-esteem mainly focused on a single or a few factors, while some scholars found that the cumulative effect of multiple risks has a stronger predictive effect on individual development (Rutter et al., 1979; Evans & Kim, 2012). Therefore, the relationship between the cumulative effect of family risk factors and the development of self-esteem in individuals needs to be explored. Meanwhile, social support is an important external protective resource that protects individuals in risky situations and buffers the negative effects of risk factors. Therefore, it is worth exploring further how extra-familial social support plays a role in the relationship between cumulative family risk and self-esteem in rural junior middle school students.

Through the investigation of 3266 junior middle school students from rural areas, this study explored the characteristics of self-esteem, social support outside the family, and family cumulative risk of junior high school students in rural areas, as well as the relationship between family cumulative risk and individual self-esteem and its relationship model. The moderating influence of various sources of social support outside the family (friends support, school support) was further investigated. The main research results are as follows:

(1) 14.2% of students did not experience any of the risks，85.8% of students experienced at least 1 family risk, with 10.1% of students experienced more than 5 risk factors. A total of 73.76% of students were at risk of inadequate family resources, followed by those who experienced adverse family experiences and family climate risks at 39.80% and 31.00% respectively, and 15.6% of students had an incomplete family structure.

(2) Cumulative family risk can significantly and negatively predict an individual's self-esteem level, and the functional relationship between the two shows a linear relationship. Specifically, the more family risk factors an individual faces, the lower the level of self-esteem.

(3) School support positively predicted individuals' self-esteem levels, while friend support did not significantly predict individuals' self-esteem levels.

(4) Both friend support and school support moderate the relationship between cumulative family risk and self-esteem levels. Students with high friend support and high school support had significantly higher levels of self-esteem than individuals with low friend support and low school support in low-risk situations.

Based on the results of the study, the following intervention recommendations are made from the professional perspective of social work: identify the risk groups, focus on the characteristics of individual development; pay attention to family education and create a good family environment; improve social skills and build harmonious friendships; strengthen school education and promote joint parenting between families and schools.