Research On The Relationship Among Emotion Regulation，interpersonal Attribution And Aggression Of Primary And Secondary School Students

ObjectTo explore the relationship among emotion regulation，interpersonal attributionand aggressive behaviors and their interactions，so as to provide scientific basis for theprevention of aggression.MethodA stratified random cluster sample of23904primary and secondary students in15urban cities of5provinces（Anhui, Yunnan, Guangdong, Heilongjiang, Hubei）inChina completed the survey. The content of questionnaire involved Buss and Warren‘sAggression Questionnaire (BWAQ)，Multidimentional-Multiattributional CausalityScale，Interaction Anxiousness Scale and Emotional Intelligence Scale，etc. Epidata3.1and the SPSS16.0were used for data recording and analysis. Besides the generaldescriptive analysis, the analysis of variance, multiple linear regression were used toanalyze disparity of scores of these results.Results1. The characteristics of aggression of primary and secondary school students: ①Remarkable gender differences emerged. The scores of physical, verbal, indirectaggression and hostility of male students were higher than that of female students (P﹤0.05)；②The students who were in higher grades got higher scores of physical,indirect, verbal, anger, hostility aggression and the integrated aggressive behavior.③The influencing factors of aggression of primary and secondary students included thetypes of family, single child, whether the parenting style of mother and father is sameor not, environment of schools and residence, the number of friends, the relationshipbetween teachers and other students (P﹤0.05).2. The characteristics of interpersonal attribution, interaction anxiety andemotion regulation of primary and secondary school students:Internal factors (ability and effort) had been identified as the important factorsof the causes to which both primary and secondary school students attributed theoutcomes in the interpersonal relationship. Besides, the scores of negativeinterpersonal attributions of boys were higher than girls (P﹤0.05). Junior schoolstudents got the highest scores of internal controllability of interpersonal attribution inthe whole sample (P﹤0.05).A comparison of boys and girls found significant differences in the scores ofinteraction anxiety. Girls had significantly more severe interaction anxiety than boys(P﹤0.05). There was also significant difference between primary and high schoolstudents. High school students were more anxious than other students in interactionanxiety (P﹤0.05).Boys had better emotion regulation ability than girls (P﹤0.05). High schoolstudents had the worst emotion regulation ability (P﹤0.05).3. The correlativity of interpersonal attribution，interaction anxiety and emotionregulation of primary and secondary school students：The coefficient of correlations between the failure and external attribution ofinterpersonal relationship and interactive anxiety with aggression in primary and secondary students was positive. Besides, the correlation between aggression andemotion regulation was negative.The multiple linear regression analysis showed that the relationship betweenfailure and external attribution of interpersonal relationship, interaction anxiety, whichindicated that these factors should be considered as the important sides whilepreventing aggression. Emotion regulation played a most critical role in reducingaggression. The SEM results showed，there was not interactions between interpersonalattribution and emotion regulation and interaction anxiety for aggression.Conclusion1. Girls had the highest scores of aggression at junior high school, while thescores of aggression of boys increased by age, they had the most serious aggressivebehaviors in high school. Besides, there were significant different in ways ofaggression between boys and girls. Girls showed stronger anger than boys.2. Internal factors had been identified as the important factors of the causes towhich both boys and girls attributed the outcomes in the interpersonal relationship.Girls had significantly more severe interaction anxiety than boys. Boys had betteremotion regulation ability than girls.3. Emotion regulation, interpersonal attribution and interaction anxiety should beconsidered as the important factors which were in preventing aggression.