Mechanism Of Peer Victimization On Aggression In Junior High School Students

Junior high school is a critical period for adolescent psychological development,during which students are affected by the external environment,are more sensitive to stimuli,and their psychological development is immature.When they are threatened or disadvantaged in peer relationships,it affects the individual’s self,reduces the sense of value of junior high school students,and then produces externalization problems(aggression).In addition,the negative behavior of junior high school students is not caused by only one factor,such as peer aggression and a sense of defect combined to guide the negative behavior of junior high school students.Therefore,this study used a longitudinal study to investigate the relationship between peer aggression,deficit and aggression in junior high school students,so as to provide a theoretical basis for the prevention and correction of aggression and its healthy growth in junior high school students.In this study,266 students in two junior high schools in Sichuan Province were followed up with an interval of six months,using the Aggression Questionnaire(AQ-CV),Peer Aggression Scale and Defect Perception Scale as research tools,SPSS 26.0 and Mplus for data processing and analysis,and descriptive statistics,ANOVA,difference test,correlation analysis,cross-hysteresis analysis and mediation effect test.The results show:(1)There was a significant difference in the sense of defect between T1 and T2 junior high school students,and the sense of defect of girls was higher than that of boys.There were significant differences in peer aggression and defect perception in whether they were only children,and the companion aggression of non-only children was higher than that of only children,and the sense of defects of non-only children was higher than that of only children.Junior high school students showed significant grade differences in peer aggression and aggression,with the degree of peer aggression of the first year of junior high school students being higher than that of the second year of junior high school,while the second year of junior high school showing higher aggression.There was a mutual prediction effect between peer aggression and aggression in junior high school students,T1 peer aggression could significantly predict T2 aggression,and T1 attack performance significantly predicted T2 peer aggression.(2)There was a one-way prediction effect between peer aggression and defective feeling in junior high school students,T1 peer aggression could not significantly predict T2 deficiency,while T1 deficiency could significantly predict T2 peer aggression.(3)There is no predictive effect between junior high school students’ sense of defect and aggression.(5)Junior high school students’ sense of deficiency plays a mediating role in the two-way relationship between peer aggression and aggression: T1 deficiency plays a partial mediating role between T1 peer aggression and T2 aggression,and T2 deficiency between T1 peer aggression and T2 aggression plays a partial mediating role.Based on this,countermeasures are proposed:(1)From the establishment of interpersonal mental health education classes,enhance students’ interpersonal skills to prevent and resolve conflicts,reduce the frequency of peer abuse,and reduce the aggression level of junior high school students.(2)Cultivate students’ sense of deficit by cultivating students’ positive self-construction,self-esteem training and other forms of cultivating students’ good psychological quality,so as to reduce the aggression level of junior high school students.(3)To reduce the aggression level of junior high school students,it is necessary to do a good job of prevention in advance,establish a complete set of student psychological files,record in strict accordance with the prescribed psychological recording process,and carry out professional knowledge science popularization on this basis to improve the self-control and psychological quality of junior high school students.