The Relationship Between Shame And Aggressive Behavior In Middle School Students:the Chain Mediating Role Of Cognitive Emotion Regulation And Anger Emotion

Shame refers to a reaction tendency or emotional trait of the individual,that is,the negative shame emotion of pain,embarrassment and shame easily experienced by the individual in the evaluation environment.In this emotional experience,the individual often gives negative evaluation to himself.Aggressive behavior refers to the behavior or tendency to hurt others intentionally when an individual has the emotional or psychological state of hatred or wanting to hurt others.Cognitive emotion regulation refers to the cognitive emotion regulation method which can be realized by the individual in order to deal with the related emotional arousal information,and the process in which the individual tries to regulate the emotion consciously and purposefully in the face of a specific situation.Anger is a negative emotion,it is caused by the individual’s behavior or purpose blocked to achieve personal needs and wishes,accompanied by a series of physiological changes,cognitive changes and explicit aggressive behavior.This study investigated the mediating role of cognitive emotion regulation strategies and anger in the relationship between shame and aggressive behavior among middle school students.A total of 473 middle school students in Yangcheng County,Shanxi Province were investigated by using the Middle School Shame Scale,Agressive Behavior Questionnaire and Cognitive Emotion Regulation Questionnaire.SPSS26.0 and the Process plugin were used to analyze the overall situation of shame,aggressive behavior,anger and cognitive emotion regulation strategies of middle school students,as well as the differences in demographic variables,the correlation between variables and the chain mediating effect.The results showed:(1)There are significant differences in the levels of shame among middle school students of different genders.The scores of girls in shame,behavioral shame and body shame are significantly higher than those of boys,and girls have stronger shame experience.There are also significant differences in the sense of shame among students of different grades.The first grade students have the lowest sense of shame,and the second grade and the tenth grade students have two small peaks in the development of shame.The level of personality shame of non-only children is higher than that of only children.(2)There were significant differences in aggressive behaviors among middle school students of different genders,and boys had higher levels of physical aggression than girls.Girls had higher levels of anger than boys.There are also significant differences in the aggressive behaviors of middle school students in different grades.The first grade is more likely to show aggressive behaviors,the second grade and the first grade are more likely to show hostile and alternative aggression than other grades,and the total score of these two grades is significantly higher than that of other grades.The aggressiveness of middle school students was not affected by the singleton or not.(3)There are significant differences in cognitive and emotional regulation strategies among middle school students of different genders.Girls are more likely than boys to use positive cognitive and emotional regulation strategies such as acceptance and refocus plan.Both positive cognitive emotion regulation strategies and negative cognitive emotion regulation strategies were used more in grade two and grade one than in other grades.Only children were more likely to use catastrophize than non-only children,while non-only children were more likely to use meditation.(4)Shame and its factors were significantly positively correlated with negative cognitive emotion regulation strategy and its factors,anger emotion,aggressive behavior and its factors.Except for the self-blame dimension,the negative cognitive emotion regulation strategy was significantly positively correlated with anger and aggressive behavior.Self-censure was only positively correlated with hostility and vicarious aggression.Through the analysis of the above results,the following conclusions are drawn:middle school students’ shame and negative cognitive emotion regulation strategies can significantly predict anger and aggressive behavior.Negative cognitive emotion regulation strategy and anger play a chain mediating role in the relationship between shame and aggressive behavior.Through the discussion of the relationship between the four variables,this study can understand the mechanism of aggressive behavior of shame-prone middle school students.It starts with the cognitive emotion regulation method and takes specific measures to actively guide emotion and cognition,so as to reduce the occurrence of negative events such as aggressive behavior and school bullying.