Studies On Emotional Face Recognition Of Male Aggressive Behavior Students In Reform School

BackgroundDomestic study of aggression is mainly concentrated on aggressive personality traits, personality and neurotic individual variables. Few researches agree that students in reform schools are more aggressive than those in ordinary school, but there is no comparison on aggression levels. The study on the Attention Tendency of aggressive individuals indicates that compared with Type B personality, people of Type A tend to focus on angry faces. The attention of aggressive students in middle school studied by Emotion Stoop Paradigm found that when individuals of high aggressive levels respond to stimulation, they are more sensitive to the aggressive ones.ObjectivesThis study is aimed to analyze the characteristics of boy students of different aggression levels in reform school, to analyze the accuracy and reaction time towards the of recognition of emotional faces, to explore the characteristics of aggressive work-and-study boys towards the recognition of emotional faces, and meanwhile to analyze the relativity between aggression and recognition of emotional faces.MethodsExperimental group took a sample of90boy students respectively from Zhengzhou Reform School and Luoyang Reform School, aged from12-16on an average of14.12±0.98years old. Accordingly to the principle of equal age and gender, another90boy students from Xinxiang No.1Middle School were set in Control group, aged12-16on14.27±0.74years old. The first experiment:Adopt The Aggression Questionnaire by Buss and analyze the characteristics of aggression from aggressive work-and-study boys.The second experiment:Adopt2(subjects types:work-and-study boys, ordinary middle school boys)×3(types of emotional faces:positive, neutral, negative) two factors mixed experimental design. Experiments are conducted on the computer and the subjects’ reaction time is recorded and analyzed.ResultsResults of Experiment1:Age distribution is negatively correlated with aggression and hostility (P<0.01), and negatively correlated with verbal aggression and anger (P<0.05).Work-and-study boys show a higher aggression than ordinary middles school students (t=2.48, P<0.05), and extremely significant difference on the body attacks (t=3.00, P<0.05).At a high aggression level, work-and-study boys are more aggressive (t=2.96, P<0.05), and extremely significant different on verbal attack(t=2.31, P<0.05).At a low aggression level, work-and-study boys are more aggressive in body attack than ordinary middle school students(t=2.01,P＝2.01). The aggression and its elements at high and low levels of both work-and-study boys and ordinary middle school boys are strikingly different (P=0.00).Results of Experiment2:The accuracy of recognition of neutral emotional faces is negatively correlated to body attack(P<0.05), the reaction time of recognition of neutral emotional faces is negatively correlated to hostile attack(P=0.00).Work-and-study boys show a lower accuracy of recognition of neutral emotional faces than ordinary middle school boys (t=-2.70, P<0.05), and reflect a longer reaction time in the negative emotional face recognition (t=-2.07, P<0.05).At high level attack, work-and-study boys show a much lower accuracy of recognition of neutral emotional faces than ordinary middle school boys(t=-2.15, P=-0.05), but there is no significant difference of reaction time. At low attack level, work-and-study boys show a shorter reaction time in the positive and neutral emotional face recognition than ordinary middle school boys(t=2.11, P<0.05, t=2.06, P=0.05) with no significant differences in accuracy. At high and low attack level, no significant difference was observed in the accuracy and reaction time from both work-and-study boys and ordinary middle school boys.Conclusions1Boys in Reform School than ordinary middle school boys have a higher tendency of aggression and body attack. At high aggression level, students in Reform School show more aggression than ordinary middle school boys, especially in verbal attack. At low aggression level, boys in Reform School show more tendencies towards physical aggression than ordinary middle school boys.2Boys in Reform School and ordinary middle school are different in recognition of emotional faces. Boys in Reform School show lower accuracy in recognition towards neutral emotional faces and longer reaction time to negative emotional faces. At high aggression level, boys in Reform School show lower accuracy in recognition towards neutral emotional faces than ordinary middle school boys. At low aggression level, boys in Reform School show shorter reaction time to positive and neutral emotional faces than ordinary middle school boys.