Aggressive Behaviors And Its Onfluential Factors Left-behind Middle School Student In Rural Of Anhui Province

Objective To understand the current situation of aggressive behavior of left-behind middle school students in rural area of Anhui Province, to explore the influence factors of rural left-behind middle school students’ aggressive behavior, in order to further carry out targeted provide scientific evidence for intervention measures.Methods In December 2013 to June 2014, the method of multi-stage sampling randomly selected 5 junior middle schools in Si County, each junior middle school randomly selected 9 classes, a total of 45 classes. Survey content includes general demographic characteristics, left-behind situation, aggressive behavior, self-efficacy of school belonging and regulatory emotional self efficacy, etc. The information collected through the statistical analysis for single factor and multiple factors, to explore the relationship between aggressive behavior and the factors.Results A total 2578 middle-school students in rural areas were surveyed in this investigation. Withdraw 2506 copies of effective questionnaire, effective rate was 97.2%. The rural left-behind middle school students were 919(36.7%), rural once left-behind middle school students were 644(25.7%), non-left-behind rural middle school students were 943(37.6%). The average score of BWAQ-RC total score was(77.61±18.54). The average of BWAQ-RC total scores of the rural left-behind students, once lift-behind students and non left-behind students respectively were(77.34±18.15),(79.00±19.13) and(76.92±18.47). The average score of PSSM was(84.60±14.88), The average scores of PSSM of rural left-behind students, once lift-behind students and non left-behind students remained statistically significant(F = 4.55, P = 0.011). Theaverage score of RESE was(57.98±9.11), The average scores of RESE of rural left-behind students, once lift-behind students and non left-behind students had no statistically significant(F = 1.68, P = 0.168). There had no statistically significant in general demographic characteristics such as gender, marital status, family economic status, grades and parents upbringing on. On the basis of single factor analysis and correlation analysis, multiple linear regression was conducted, using the forward step by step method for fitting model. Analysis results show that the school integration, management of self-efficacy of pain and frustration, teachers’ behavior, sick days, management of self-efficacy of positive emotion, frequency of contact with his father and the grade had effects on left-behind middle school students’ aggressive behavior.Conclusion Our findings indicated that the status of aggressive behavior among the left-behind middle school students was serious. Its occurrence may be the result of many factors; the development of preventive measures must be considered the factors such as school, family and self emotion regulation.