Juvenile Offenders With Different Cognitive Styles Attribution Problem Behavior Research

Education and reform of the juvenile offenders groups has been paid attention to by thewhole society. Apart from the external environment such as family, social go as far as thecreate good conditions of transformation, from its own cognitive perspective can yet beregarded as a thinking method, for cognition and behavior are closely related. This studyattempts to explore the relationship between their problem behavior from the point of view ofattribution and cognitive style, and also explore the intervention. A total of three studies weredesigned: the first study use MMCS as a measurement tool, to investigate the situation ofattribution of juvenile offenders groups, explored demographic characteristics of juvenileoffenders attributional style; the second study use GEFT and Adolescent BehaviorQuestionnaire as tools, explored the relationship between and among attributional style、cognitive style and their problem behavior; the third study randomly selected two groupsexternal attribution score higher juvenile offenders, and performs an intervention ofattribution training on the experimental group, to effect assessment after the intervention. Themain results of the studies as follows:(1) Juvenile offenders groups general attribution trend tends internal attribution, and thedegree of internal attribution of negative events higher than for positive events. The juvenileoffenders attribution significant differences exist in the rural and urban areas, the nature ofone-child, family structure, age, criminal character, educational level and the time alreadyserved.(2)Problem behavior score higher than20%of the normal population of juvenileoffenders.(3) Different cognitive styles juvenile offenders under Attribution differ, fieldindependent internal control scores was significantly higher than field dependent persons, andthis internal resistance is mainly manifested in the attribution of capacity.(4) Juvenile offenders under different cognitive styles problem behaviors differ, fieldindependent of aggressive behavior was significantly higher than Field Dependent.(5) Attribution of the problem behavior has some predictive power. (6) Attribution training and education and counseling are all the usual juvenile problembehavior has a significant improvement help, but can not determine which results better, andattribution training to improve aggressive behavior have some effect.(7) Experimental group after the intervention in an effort attribution scores weresignificantly higher than the control group, the usual counseling education to change withoutany attribution.