Study On Characteristics Of Aggressive Behavior And Psychological Mechanism Of Some Middle School Students In Guizhou Province

Objective:Taking some areas of Guizhou province as an example,this paper explores the characteristics of aggressive behavior of middle school students through questionnaire survey and behavior experiment,and analyzes its internal mechanism,so as to provide some reference for optimizing middle school students’ behavior and formulating targeted psychological crisis intervention program.Methods:A total of 2458 middle school students from junior to senior middle school students in Guizhou Province were investigated by aggressive behavior scale,emotional intelligence scale,child psychological abuse scale and trait anger scale.The data were analyzed by SPSS21.0 software.The Process macro program was used to test the mediation effect and Bootstrap analysis.The behavior scale and IAT implicit aggression test were used to explore the relationship between explicit aggression and implicit aggression.Results:Study 1: the aggressive behavior of middle school students(2.59 ± 0.74)was generally in the lower middle level;in personal factors,the scores of aggressive behavior scale of middle school students with different gender,origin,whether left behind,whether only child,whether living in school were statistically significant(p<0.05);in family factors,family type,father’s education level and mother’s education level were different.There were significant differences in the scores of aggressive behavior scale among middle school students of different grades(p<0.05);Study 2:the scales of childhood psychological abuse,emotional intelligence,temperamental trait anger,reactive trait anger and aggressive behavior were correlated(all p<0.05);the scales of psychological abuse(r=0.41,p<0.001),temperamental trait anger(r=0.52,p<0.001),reactive trait anger(r=0.49,p<0.001),and emotional intelligence was negatively correlated with aggressive behavior(r=-0.33,p<0.001).Childhood psychological abuse,emotional intelligence,temperamental trait anger and reactive trait anger could significantly predict aggressive behavior(β=0.23,p<0.001;β=0.15,p<0.001;β=0.27,p<0.001;β=0.17,p<0.001);Emotional intelligence,reactive trait anger and temperamental trait anger play multiple mediating roles between childhood psychological abuse and aggressive behavior.Childhood psychological abuse can directly affect aggressive behavior,and also indirectly affect aggressive behavior through emotional intelligence,temperamental trait anger and reactive trait anger.Study 3: the difference of implicit aggression of middle school students was statistically significant(t=2.80,p<0.01),and the effect of implicit aggression was significant;the difference of explicit aggression of middle school students in gender was statistically significant(t=2.14,p<0.05),and there was no gender difference in implicit aggression(t=-0.29,p>0.05);there was no correlation between explicit aggression and implicit aggression of middle school students(r=0.15,p<0.05),they belong to different psychological structures,which supports the view of "separation of implicit and explicit psychological structures".Conclusion:Middle school students’ aggressive behavior is in the lower middle level,gender,origin,whether left behind,whether the only child,whether living in school,family type,parents’ education level,performance,whether working in class,grade and other factors are closely related to middle school students’ aggressive behavior;psychological abuse,emotional intelligence,temperamental trait anger,reactive trait anger,aggressive behavior scale Emotional intelligence,temperamental trait anger and reactive trait anger play multiple mediating roles between childhood psychological abuse and aggressive behavior;implicit aggression has significant effect on middle school students,implicit aggression and explicit aggression belong to different psychological structures,which supports the view of "separation of implicit and explicit psychological structure".