A Study On The Relationship Between Justice Sensitivity And Aggressive Behavior Of Children And Adolescents

Primary education should not only focus on the development of primary school students’ knowledge and skills,but also on the development of students’ mental health and the improvement of their comprehensive qualities.In recent years,there has been a frequent occurrence of aggressive behavior among students in primary and secondary schools,with a trend towards “younger age”.This phenomenon is thought-provoking,and the reasons and mechanisms behind their aggressive behavior are also worth exploring.Aggressive behavior is the behavior that intentionally causes actual or potential injury to others,including psychological injury and physical injury,and this behavior is not allowed by social norms.Previous studies have found that highly victim-sensitive persons will show more aggressive behaviors.The victim justice sensitivity can positively predict the aggressive behaviors of teenagers.However,previous studies have not explored the conditions of justice sensitivity acting on aggressive behaviors,and few studies have paid attention to the dynamic development of justice sensitivity and aggressive behaviors of children and adolescents at this stage.During the continuous and advanced stages of “entrance of middle school” and junior high school,students gradually enter adolescence and rebellious periods.Due to various factors such as academic pressure,family conflicts,and peer relationships,they are prone to external behavioral problems.Therefore,this study takes children and adolescents at the stage of “entrance of middle school” and junior high school as the research object to explore the relationship between justice sensitivity and aggressive behavior and its internal mechanism.Deeply understand the psychological development characteristics of children and adolescents during this critical period,and provide scientific theoretical basis and practical educational strategies for promoting the mental health development of primary and secondary school students and educational and teaching work.The study adopted the Adolescent Justice Sensitivity Scale,Children’s Reactive-Proactive Aggression Questionnaire,Junior High School Students’ Reactive-Proactive Aggression Questionnaire,Children’s Positive and Negative Emotion Scale,Spence Children’s Anxiety Scale,Stress Perception Scale,and Rosenberg SES Self-esteem Scale.1330 primary and middle school students in Zhejiang,Shandong,and Hunan were surveyed by cluster sampling,including 687 students in grades 4 to 6 and 643 students in grades 7 to 9.The data obtained after the test are statistically analyzed with SPSS26.0.The research results found that:(1)In terms of age development model,the justice sensitivity(self perspective and others’ perspective)and aggressive behavior(proactive aggressive and reactive aggressive)of the students at the stage of “entrance of middle school” are increasing with age.In junior high school,the justice sensitivity of students’ self perspective continues to grow,while the justice sensitivity of others’ perspective also shows an upward trend,but the lowest value appears in grade 8,and the level of aggression(reactive aggression)peaks in grade 8.In terms of gender difference,the gender difference between the students at the stage of “entrance of middle school” and junior high school students is the same,that is,at the stage of “entrance of middle school”and junior high school,boys have more active aggressive behaviors than girls,and girls have higher justice sensitivity from the perspective of others than boys.(2)The justice sensitivity of students’ self-perspective increases with the growth of grades,and can positively predict reactive aggression.Negative emotions play a mediating role between the justice sensitivity of self-perspective and reactive aggression,but this mediating role will change with the rise of grades.At the stage of“entrance of middle school”,the justice sensitivity of students’ self-perspective will directly increase aggressiveness,and it will also increase aggressiveness by increasing negative emotions.In the stage of junior high school,the justice sensitivity of self-perspective increases aggression entirely through the mediating effect of negative emotions.From the stage of “entrance of middle school” to junior high school,the positive prediction of students’ justice sensitivity from the perspective of others to active aggression gradually weakens with the rise of grades.At the stage of “entrance of middle school”,the justice sensitivity from the perspective of others can positively predict active aggression.At the junior high school,the justice sensitivity from the perspective of others has no significant correlation with active aggression.(3)In the whole stage of “entrance of middle school” and junior high school,anxiety plays a regulatory role under the mediation effect of negative emotions.The higher the level of anxiety,the less the prediction effect of justice sensitivity on negative emotions,and the less the mediation effect.Self-esteem and stress also play a regulatory role in junior high school.The higher self-esteem,the less likely negative emotions and the justice sensitivity of self perspective will trigger from reactive aggression;The higher the level of stress,the greater the possibility that the justice sensitivity of self perspective will trigger from reactive aggression.According to the research results,we can draw the following conclusions: there are significant grade and gender differences in the relationship between justice sensitivity and aggressive behavior of children and adolescents at the stage of“entrance of middle school” and junior high school;Negative emotions play a mediating role between justice sensitivity and aggressive behavior,while anxiety,stress and self-esteem play a regulating role;Negative emotions,anxiety and stress are risk factors that increase the occurrence of aggressive behavior of children and adolescents.Self-esteem is a protective factor that reduces the occurrence of aggressive behavior of children and adolescents.Based on the conclusions of this study and educational practices,we have gained relevant educational implications and proposed corresponding educational strategies from the perspectives of school,family and society.This provides a reference basis for preventing and intervening aggressive behavior among children and adolescents,promoting the mental health development of primary and secondary school students,and building a harmonious campus.