The Influence Of Ego-identity Status And Staying Left Or Not On The Aggressiveness Of Junior Middle School Students In Frustration Situation

This study was designed to investigate the impact of ego-identity and left-behind experiences on the aggressiveness of junior high school students in frustration situation.The research one uses?Aggression Questionnaire?,?Adolescent Self-Rating Life Events Check List?and?Adolescent Ego-identity Status Questionnaire?to investigate junior high school students daily setbacks,ego-identity,left-behind experience with the offensive relationship.The research two uses 2×2×2 mixed experimental design:the independent variables is frustration situation(exist,not exist)×Ego-identity state(high,low)×left-behind experience(have,have not).The frustration situation was designed within subjects,ego-identity and left-behind experience as inter-test design,and dependent variables were implicit and explicit aggressiveness.The experiment uses the simulated frustration situation research method of Dill et al.The digital-symbol substitution test in the Wechsler Children's Intelligence Scale(WISC)was selected to complete the test to create a setback situation within the specified time.Using E-prime 2.0 software to formulate implicit association test program(IAT)to test implicit aggressiveness,and a variety of emotional adjective checklist MAACL hostile scale(MAACL-H)test explicit aggressiveness.Analysis of the relationship between frustration events,ego-identity and left-behind experience found that the left-behind experience has significant differences in the total scores and factors of frustration events and ego-identity;By analyzing the relationship between ego-identity,daily setbacks and aggressiveness,it is found that there is a positive correlation between hostility and verbal attack in ego-identity(p<0.01).Attack factors(except verbal attack)were positively correlated with daily setbacks(p<0.01).The implicit aggression results of different ego-identity status in frustration situation,left-behind and non-left-behind junior high school students illustrate the main effects of ego-identity(F=19.848,p=0.000)and left-behind experience(F=3.158,p=0.076)are significant,the interaction of frustration situation and left-behind experiences on implicit aggressiveness(F=8.215,p=0.004).The results of further simple effect analysis showed that under the frustration situation,there was non-left-behind experience participants'implicit aggression was significantly higher than that of the left-behind experience(F=10.4,p=0.001).Without left-behind junior high school students,the implicit aggression of the participants in the setback situation was significantly higher than that of the subjects without frustration(F=9.37,p=0.002).There is an interaction between self-identity,left-behind experience and frustration situation on implicit aggression(F=14.108,p=0.000).Further simple and simple effect analysis shows that in the absence of frustration,ego-identity has a significant impact on implicit aggression regardless of left-behind or not junior high school students(F=9.200,p=0.002;F=60.100,p=0.000),high ego-identity junior high school students without frustration situation,whether or not having left-behind experience has a significant impact on implicit aggression(F=56.390,p=0.000).The explicit aggression results of different ego-identity status in frustration situation,left-behind and non-left-behind junior high school students illustrate the main effects of ego-identity(F=7.295,p=0.009),frustration situation(F=51.849,p=0.000)and left-behind experience(F=31.171,p=0.000)are significant,the interaction of ego-identity and left-behind experiences on explicit aggressiveness(F=6.288,p=0.014).The results of further simple effect analysis showed that there was left-behind experience participants'explicit aggression was significantly higher than that of the non-left-behind experience in different ego-identity status(F=4.03,p=0.048;F=52.31,p=0.000).Non-left-behind junior high school students,subjects with high ego-identity were more explicit aggressive than those with low ego-identity(F=24.44,p=0.000).The relationship between implicit aggression and explicit aggression analyzed by establishing model results reflected the dual model of implicit attack and explicit attack has better fitting degree,?~2/df=1.352,GFI=0.998,TLI=0.979,CFI=0.998,RMSEA=0.011,and proved implicit aggression and explicit aggression as two different psychological structures,independent of each other.Analysis conclusion:(1)The Aggression Questionnaire(AQ),Adolescent Self-Rating Life Events Check List(ASLEC)and Adolescent Ego-identity Status Questionnaire(EOM-EIS-2)used in the study applied to the junior high school students.(2)Aggressiveness is significantly associated with daily setbacks,left-behind experiences,and self-identity.(3)Frustration situation can stimulate the implicit aggression of junior high school students.The left-behind experience and ego-identity have a significant impact on the implicit aggression of junior high school students.In the interaction between the left-behind experience and the frustration situation on implicit aggression,in the frustration situation,there is non-left-behind experience of junior high school students with a higher level of implicit aggression than students with left-behind experience;non-left-behind experience junior high school students,the implicit aggression in the frustration situation is significantly higher than that in the absence of frustration.In the interaction between frustration situation,ego-identity and left-behind experience,different ego-identity status has a significant impact on the implicit aggression of junior high school students,regardless of whether they left-behind or not;junior high school students which have highly ego-identity,in the absence of frustration,whether left-behind or not has a significant impact on implicit aggression.(4)Frustration situation can stimulate the explicit aggression of junior high school students.Frustration situation,left-behind experience and self-identity have a significant impact on the explicit aggression of junior high school students.In the interaction between left-behind experience and ego-identity,regardless of the status of ego-identity of junior high school students,there are left-behind experiences subjects are more aggressive than those who have no left-behind experience.For the non-left-behind junior high school students,the high ego-identity group was significantly more explicit aggressive than the low self-identity group.(5)Explicit and implicit attacks are independent of each other.