Effects Of Life Events、Cognitive Emotion Regulation Strategies On The Aggressive Behavior Of High School Students And The Intervention Design

In recent years, campus aggressive events occurred frequently, adolescents in school no matter how related to the events or not suffer the negative effect and the harm. In order to further study the factors of influencing aggression and reduces the adolescents’aggressive behaviors effectively, we study the relationship among high-school students’life events, cognitive emotion regulation strategies and aggressive behavior. According to the results of the study, we present an intervention program to reduce aggressive behaviors.319high-school students were asked to complete the Adolescent Self-rating Life Events Check-List(ASLEC), the Chinese version of Cognitive Emotion Regulation Questionnaire(CERQ-C) and the Aggressive Behvior Sub Scale of Adolescent Aggressiveness Questionnaire (AAQ).Results:(1) The students tended to use the cognitive emotion regulation, like tactics of self-blame、rumination and Putting into perspective.(2) There was a significant positive correlation between the life events and aggression and a significant negative correlation between the Putting into perspective perspective(positive cognitive emotion regulation) and aggression. There was a positive correlation between aggression and rumination catastrophizing as well as blaming others(negative cognitive emotion regulation).(3)Being punished、Putting into perspective、acceptance、others and blaming others which are dimensions of aggressive behaviors could well predicted the verbal aggression. The Putting into perspective had the best and a negative prediction to physical aggerssion. The catastrophizing、being punished、rumination and refocus on planning had prediction function to self-aggression. Conclusion:(1) The more life events they suffered, the more aggressive behaviors the high-school students would have.(2) The more positive cognitive emotion regulation were used, the lower aggressive behaviors occurred; the more negative cognitive emotion regulation were used, the more aggressive behaviors happened.