Study On The Relationship Of Attribution Style,Emotion Regulation Strategies And Aggressive Behavior Of Junior High School Students

The violent behavior of junior high school students has become one of the social problems that have been widely concerned in recent years.Junior high school students violence mainly for aggressive behavior among students,cause aggressive behavior analysis of junior high school students,and to find suitable methods to reduce aggressive behavior has become an important topic in the research field of mental health education.This study asked 193 students from a junior high school in Baoding City,Hebei province to answer some questionnaires.The research tools is the Aggression Questionnaire,Multidimensional-Multidirectional Causality Scale and Cognitive Emotion Regulation Questionnaire.The research reported the general characteristics of attribution style,emotion regulation strategy,aggressive behavior and some demographic variables of the junior high school students,and discussed the relationship between the three mean variables,and examined if the emotion regulation strategy plays an intermediary role in the relationship of attribution style and aggressive behavior of the junior high school students.The results showed that:(1)Junior high school students in the attribution style,in addition to academic girls attributed to other abilities,and no significant gender differences;grade one junior school students in school,attributed to hard,significantly higher than the other two grades,with the grade increased,more and more inclined to the situation of junior high school students in situation and luck;in the interpersonal aspect,grade three junior school students is more inclined to attribute to the ability and the situation.(2)Junior high school students in the use of emotional regulation strategies,there is no obvious gender differences;in addition to the grade three junior school students more use of rational analysis strategy,the use of other strategies do not exist significant differences.(3)There is no significant gender difference in the junior high school students' aggressive behavior;the physical attack of the grade three junior school students is significantly higher than that of the other two grades.(4)Junior high school students' attribution style,emotion regulation strategy and aggressive behavior are significantly related to pair wise correlation.Among them,positive emotion regulation strategies were negatively correlated with aggressive behavior;negative emotion regulation strategies were positively correlated with aggressive behavior.(5)Emotion regulation strategies play a partial mediating role in the effect of attribution style on aggressive behavior.