Setback Situation For Different Resilience Levels Of Left-behind Junior Middle School Students’ Influence On Aggression

The left-behind children lack of parental company often met with setbacks,and resilience enables individuals to respond to setback situations actively.This study,including a pre-experiment and a formal experiment,aims to study the impact of resilience on the aggression of left-behind junior middle school students in setback situations.Firstly,the effectiveness of setback situation and explicit aggression measurement is verified.Then junior middle school students are selected to study the explicit aggressiveness and implicit aggressiveness of left-behind junior middle school students with different resilience under the setback situation.The experiment takes 2(setback situation: with or without)X2(self-acceptance: high or low)X 2(whether left-behind: left-behind or non-left-behind)mixed experimental designs.The results of the study are as follows:1.This study uses the emotional rating card to perform pretests on positive and negative emotions in setback situations,and comes to the conclusion that the negative emotions of the subjects in the setback situation are significantly higher than those in normal situation(t=-6.726,p=0.000).The positive emotions are significantly lower than those without setback situation(t=12.293,p=0.000),which demonstrates that setback situations are effective.In this study,the research assistantship evaluation form’s alpha coefficient is 0.96.The correlation coefficient between the evaluation scores and the hostility is r=0.694(p=0.000);the correlation coefficient between evaluation scores and the anxiety is r=0.505(p=0.000);the correlation coefficient between evaluation scores and the aggression questionnaire’s is r=0.189(p=0.045).All the experimental data illustrates that the research assistantship evaluation form is suitable for evaluate the explicit aggression.2.This study takes explicit aggression as the dependent variable,and setback situation(F=115.288,p=0.000),resilience(F=7.033,p=0.008),left-behind or not(F=4.754,p=0.031)as independent variables manifesting their significant main effects;furthermore,theinteraction between setback situation and resilience is remarkable(F= 4.802,p=0.029).Through the analysis of simple interaction on this interaction,it can be found that no matter how high resilience is,the setback situation still has a striking effect on explicit aggression(F=87.56,p=0.000/F=36.59,p=0.000).In non-setback situation,resilience has little effects on explicit aggression;however,in the setback situation,it dramatically affects explicit aggression(F=10.96,p=0.001),and the setback situation has a higher impact on explicit aggression of those individuals with low resilience than those with high resilience.The setback situation,left-behind individuals and resilience have a noticeable interaction(F= 4.802,p=0.029).An analysis of simple interaction makes it clear that the interaction between resilience and left-behind ones can markedly affect the subject’s explicit aggression in setback situation(F=13.23,p=0.000),and that the interaction between setback situation and resilience has a prominent effect on left-behind individuals’ explicit aggression(F=12.22,p=0.001).Through a further analysis of simple effects,it is proved that in setback situation,resilience has a conspicuous effect on left-behind’s explicit aggression(F=24.83,p=0.000),on the contrary,it has little effect on non-left-behind’s.Whether children are left behind or not can rarely affect explicit aggression of subjects with high or low resilience.For left-behind students,resilience has a more remarkable effect on the explicit aggression of those in setback situation(F=24.83,p=0.000)than on the aggression of those in normal situations.Another result is that setback situations shape the explicit aggression of individuals with high or low resilience(F=58.93,p=0.000;F=9.04,p=0.003).3.When implicit aggression is considered the dependent variable,the subjects’ compatible and incompatible tasks are significantly different(t=19.538,p=0.000,t=20.386,p=0.000),revealing that the implicit aggression is hidden in the experiment.In addition,the main effects of independent variables such as resilience(F=8.604,p=0.004)and left-behind(F=4.453,p=0.036)are marked.The interaction between resilience and left-behind is significant(F=4.029,p=0.046).Another analysis of simple interaction shows that left-behind subjects’ resilience has a significant effect on implicit aggression(F=12.79,p=0.000).The implicit aggression on subjects with high resilience is higher than that on those with low resilience.Non-left-behind subjects’ resilience has little effect on implicit aggression.For subject with low resilience,left-behind or non-left-behind has a significant difference on implicit aggression(F=9.56,p=0.002);and the implicit aggression on left-behind subjects is significantly higher than that on non-left-behind.For subjects with high resilience,the difference between left-behind individuals and children accompanied by parents is not remarkable on implicit aggression.Conclusions:1.Setback situation,resilience and left-behind have significant impacts on explicit aggression.There is an interaction between setback situation and resilience,among the setback situation,left-behind and resilience.2.Resilience and left-behind have significant impacts on implicit aggression and there is an interaction between resilience and left-behind.