A Research On The Relationship Among Emotional Management,Interpersonal Attribution And Aggressive Behavior Of Rural Left-Behind Junior Middle School Students And Educational Strategies

Aggressive behavior is a kind of negative social behavior,is a universal problem behavior among children and adolescents,it has a negative impact on the social development of individuals.At present,the attack behavior of middle school students frequently occurrence in school compared with the past ten years,it has never been worse.The attack behavior will even affect her future study and life.In our country,there are many researches on middle school students' aggressive behavior,but there are few researches on the present situation and internal influencing factors of the rural left-behind junior middle school students' aggressive behavior.With the development of society,people are paying more and more attention to the group of left-behind junior high school students in rural areas.Research on the aggressive behavior of rural left-behind junior high school students,it is significant for their healthy growth and put forward the corresponding educational strategy.This research takes the rural left-behind junior middle school students as the object,adopts the questionnaire method,selects the middle school students of two rural junior middle schools in central and southern area of Henan Province.According to 360 left-behind junior middle school students(174 single left-behind and 186 double left-behind)and 171 non-left-behind in emotional management scale,interpersonal attribution scale and aggression behavior scale,In order to acquire the current situation of rural left-behind junior high school students' aggressive behavior and the relationship,analysis the emotion management,interpersonal attribution and aggression behavior.Through analysis we could get the following findings :(1)There were significant differences in the level of emotional management among the three groups in gender and different types of stay behind,the female students are higher than the male students,and the non-left-behind groups are higher than the single-and double-left-behind groups.But there was no significant difference in grade and the only child.(2)There were significant differences in the interpersonal attribution of each group on whether or not the only child,only child is higher than non-only child,gender,grade,different types of left-behind were not significantly different.(3)There were significant differences in sex,grade,only child and different types of left-behind in each group,the male is higher than the female,the first one is higher than the first two,the non-only child is higher than the one-child,the one-behind group is higher than the two-behind group and the non-left-behind group.(4)There was a significant positive correlation between emotional management and interpersonal attribution,a significant negative correlation between emotional management and aggression behavior,and a significant negative correlation between interpersonal attribution and aggression behavior in rural left-behind junior middle school students.(5)The stronger the rural left-behind junior middle school students' emotional management ability is,the weaker the aggression behavior is,and the emotional management and interpersonal attribution have a significant negative predictive effect on the aggression behavior;(6)The interpersonal attribution of rural left-behind junior high school students plays a part of intermediary role between emotional management and aggressive behavior.