The Relationship Between Hostile Motivation And Aggression In Secondary Vocational Students

Aggression among children and adolescents is a common problem in the global education system.Aggression have a negative impact on both the victim and the perpetrator.Aggression can affect the physical and mental health of the victim,leading to depression,anxiety and even suicide.It will also affect the academic performance,interpersonal communication,and even criminal problems of the victim.At the same time,perpetrators are also prone to academic problems,material abuse,economic difficulties and other issues.At the same time,the aggression of teenagers may evolve into illegal and criminal acts in adulthood,affecting the harmony and stability of society and causing economic losses.Based on the current situation of aggression,more and more researchers begin to pay attention to the field of aggression.Studies have found that hostile motivation is one of the main motivations that affect aggression.Hostile motivation is defined as the need or tendency of individuals to use aggression to deal with irritants(e.g.,to retaliate against an agitator,remove threats,overcome obstacles or protect themselves)and to vent negative emotions such as hostility,anger or fear,including both cognitive and emotional components.Anger rumination refers to the unconscious,recurring thinking of anger experience,which involves revenge fantasy,accompanied by anger.It consists of many cognitive factors,including anger memory,retaliatory thinking,ex post anger,and understanding of causes.Hostile attribution bias refers to the cognitive response or tendency to interpret the behavioral intentions of others in ambiguous situations as intentionally hurting themselves.It is also known as hostile attribution of hostile attribution style or intention.Because hostile attribution bias prompts individuals to awaken hostile related scripts in memory,which involves repeatedly recalling anger events,and long-term repeated thinking about anger events is a key trait of anger rumination.At the same time,anger rumination re-thinking situational stimuli elicits and reinforces hostile attribution bias.Anger rumination and hostile attribution bias are the representative factors of hostile motivation.The two together form hostile motivation and promote the development of aggression.As an important part of China ’s high school education,secondary vocational education transports a large number of specific occupational workers to China.In recent years,the number of secondary vocational students has soared.Secondary vocational students are in a critical period of physical and psychological development.They are impulsive,unstable,easy to use aggression to solve problems,and adolescent aggression are more likely to evolve into violence.The stigmatization of secondary vocational students has exacerbated this phenomenon.Therefore,this study takes secondary vocational school students as the research object,explores the relationship between hostile motivation and aggression of secondary vocational school students,and proves the relationship between the two through intervention research.On this basis,a group intervention program for hostile motivation of secondary vocational school students is constructed to promote the mental health development of secondary vocational school students,reduce hostile motivation and aggression of secondary vocational school students,and prevent future criminal behavior of secondary vocational school students.In order to explore the relationship between hostile motivation and aggression,Study 1a selected 1191 students from a secondary vocational school in Chongqing as object,of which 58.9 % were male and 41.1 % were female.The three scales of assessment of Intent attributions for ambiguous provocation situations,displaced aggression questionnaire and Buss-Perry aggression questionnaire were selected to analyze the current situation and characteristics of hostility motivation and aggression of secondary vocational school students,and to explore the typical representative factor load of hostility motivation of secondary vocational school students.Study 1b selected 511 secondary vocational school students from two secondary vocational schools in Chongqing and Hebei Province as object.Using the method of longitudinal survey,a questionnaire survey was conducted twice at a time interval of 6months.A total of 442 valid participants(64.3 % female,35.7 % male),a structural equation model of hostile motivation and aggression was constructed,and the model fitted well.The results show that hostile motivation(T1)can predict attack after 6months(T2),which supports the basic view that hostile motivation can predict attack vertically.Study 2 attempts to explore the relationship between hostile motivation and aggression by group intervention.Research 2a has two purposes : the first is to use qualitative analysis method to explore the psychological characteristics of secondary vocational students ’ anger rumination,compile anger rumination coding table,and make theoretical preparations for further group intervention.The second is to use the semi-structured interview method to collect the hostile attribution bias situation of secondary vocational students in daily life,and provide fuzzy situational materials for the subsequent hostile attribution bias CBM cognitive bias training,which is in line with the daily life situation of secondary vocational students to ensure the experimental effectiveness.Based on this,study 2b designed a comprehensive program of group intervention,adopted a randomized controlled experimental design,explored the effect of group intervention on hostile motivation of secondary vocational students,and verified the relationship between hostile motivation and aggression.The results showed that compared with the control group,the hostile motivation and aggression represented by anger rumination and hostile attribution bias in the intervention group decreased significantly.One month after the end of group intervention,the influencing factors and intervention effects of group intervention were explored through thematic analysis.Based on the above research,we draw the following conclusions :(1)Hostile motivation is a unique motivation to predict aggression.Anger rumination and hostile attribution bias are typical representatives of hostile motivation,and the load value of anger rumination is greater than that of hostile attribution bias.The hostile motivation formed by the two can predict the aggression.(2)Group intervention takes anger rumination as the main intervention object,supplemented by hostile attribution bias training.Behavioral substitution and other methods are used to intervene in hostile motivation,revealing the intervention targets such as anger rumination warning signal,habitual behavior and cognitive reappraisal,which provides a new reference scheme for reducing hostile motivation and aggression of secondary vocational school students.It also proves that it can reduce the hostile motivation of secondary vocational students,and then reduce the aggression of secondary vocational students.(3)The theme analysis draws three main categories of transformation process,influencing factors and future prospects.The previous experience,participation attitude,intervention time and content setting all affect the willingness of secondary vocational students to participate in group intervention;group intervention reduces the frequency of hostile motivation,changes the perception of anger immersion and hostile attribution bias,which also proves the effect of group intervention;finally,the secondary vocational students put forward suggestions for improvement of group intervention and described the ideal group intervention.