Research On Aggression And Influence Factors Of Middle School Students'in Yunnan Province

Objective To understand the situation and characteristics of aggressive behavior of middle school students in three areas in Yunnan province.To explore the relationship between aggressive behavior and family specific function, interaction anxiousness, interpersonal empathy state, interpersonal attribution, attachment and self-esteem of middle school students.To provide purposeful scientific basis for health education in middle school students targeted.Methods3017students were surveyed by using multiple stratified Chester sampling method from3areas Kunming (Xishan district), Lijiang(Yulong county), Dali(Yongping county) of Yunnan province. Application of self-designed general situation questionnaire and aggression questionnaire (AQ),interaction anxiousness scale (IAS),interpersonal empathy state measurement scales,interpersonal attribution scale,inventory of parent and peer attachment(IPPA) and self-esteem scale (SES) for the target population survey.The general descriptive analysis,χ2test,t test,analysis of variance,partial correlation analysis,multivariate regression analysis and so on were use to analyze and compare middle school students' aggressive behaviors characteristics and influence factors in different areas of Yunnan province.Results1.This survey obtained2867valid questionnaires (effective response rate was95.03%).777students in the high attack group, the detection rate were27.10%.The detection rate of boys was28.74%.and girls was25.62%; In different period of distribution:detection rate of junior middle school was26.42%, high school was27.69%.Between different gender and period the detection rate of the difference was not statistically significant.2. There is a significant difference in the father's education level and expectations, family economic conditions and living area, residence and school atmosphere, the relationship with teachers and students between different aggressive groups.There is no significant difference in different gender middle students' aggressive behavior.There is a significant difference among different grades students of aggressive behavior total score and each factor score.3.On the family situation and aggression questionnaire total score and the scores of each factor ANOVA found,father's education level for master's degree and above,disciplining children in a rough way,no expectations to children;mother treat the child indulge or be indifferent,family living area less than30meters the students have highest scores(there were significant difference);There is a significant difference between aggression questionnaire total score and residence and school atmosphere,the relationship with teachers and students,class performance,friends,appearance satisfaction of middle school students.4. There is a different degree of correlation between the aggressive behavior and interaction anxiety, interpersonal empathy state, interpersonal attribution, attachment and self-esteem in middle school students.5.Residence and school atmosphere,parents'education attitude, father's education level and parenting style, friends, appearance satisfaction, the relationship with teachers and students can predict students' aggressive behavior (forecast8.2%) interaction anxiousness, perspective-taking ability,interpersonal attribution situational(luck,external control and the relevant failure4factor),attachment scale of parents alienation,peer trust and alienation can predict students' aggressive behavior (forecast23.9%).Conclusion70.53%middle school students have above average of aggressive behavior.Family specific situation,interpersonal relationship,self identity,interpersonal attribution,attachment and the perspective taking etc is the main effect of the aggressive behavior of the social psychological factors in Middle school students.Educators should be targeted to carry out health education and psychological consultation.To prevent the occurrence of aggressive behaviors,promote the students physical and psychological health development.