中学生攻击行为状况及其影响因素分析

发布时间：2018-07-05 18:34

本文选题：中学生 + 攻击行为　；参考：《蚌埠医学院》2012年硕士论文

【摘要】：目的：了解中学生攻击行为现状，并探讨亲子依恋、交往焦虑和外显自尊对攻击行为的影响方式，为预防和减少青少年攻击行为的发生，改善青少年的身心健康状况提供科学依据。方法：采用多阶段分层整群抽样方法，随机抽取安徽省蚌埠市四所中学2626名中学生，采用攻击行为量表、亲子依恋量表、交往焦虑量表和外显自尊量表进行问卷调查。采用t检验和方差分析分析中学生攻击行为在不同学习阶段，性别，家庭类型，是否独生子女，父母文化程度、职业、管教方式和父母教育态度是否一致之间的差异；spearman相关分析分析中学生攻击行为与亲子依恋、交往焦虑和外显自尊的相关性；中介效应检验分析中学生交往焦虑与外显自尊在亲子依恋与攻击行为之间的中介作用，并绘制路径图。结果：（1）中学生身体攻击、言语攻击、间接攻击、愤怒、敌意和攻击行为总分得分分别为13.73±4.90、13.06±3.29、12.27±3.70、15.85±4.72、17.35±5.30、72.27±16.02。（2）中学生身体攻击得分初中生高于高中生，间接攻击高中生高于初中生，差异均有统计学意义（P值均0.01）；中学生身体攻击、言语攻击、敌意及攻击总分均是男生高于女生，愤怒女生高于男生，差异均有统计学意义（P值均0.05）；其余各因子及攻击行为总分在不同学习阶段、性别间差异无统计学意义（P值均0.05）。（3）家庭类型对敌意的影响差异有统计学意义（P 0.05）；是否独生子女及母亲文化程度对间接攻击的影响差异有统计学意义（P值均0.05）；父亲文化程度对身体攻击的影响差异有统计学意义（P 0.05）；父亲职业对间接攻击、愤怒和攻击总分的影响差异有统计学意义（P值均0.05）；父亲管教方式对攻击总分及5个因子分的影响差异均有统计学意义（P值均0.05）；母亲职业对身体攻击、间接攻击、愤怒和攻击总分的影响差异有统计学意义（P值均0.05）；母亲管教方式及父母教育态度的一致性对身体攻击、间接攻击、愤怒、敌意和攻击总分的影响差异有统计学意义（P值均0.05）。（4）除言语攻击之外，父子依恋和母子依恋与攻击行为各因子及攻击行为总分均呈显著负相关（P值均0.01），亲子依恋总分与身体攻击、愤怒、敌意和攻击行为总分呈显著负相关（P值均0.01），交往焦虑与攻击行为各因子及攻击行为总分均呈显著正相关（P值均0.01），外显自尊与身体攻击、间接攻击、愤怒、敌意和攻击行为总分均呈显著负相关，而与言语攻击显著正相关（P值均0.01）。（5）中学生交往焦虑和外显自尊在亲子依恋与攻击行为之间均起部分中介作用，中介效应分别占总效应的16.12%和7.50%。由路径图可见，攻击行为受亲子依恋的直接和间接作用，交往焦虑对攻击行为只有直接作用，外显自尊通过交往焦虑的中介对攻击行为起间接作用，亲子依恋对攻击行为的效应值最大。结论：中学生亲子依恋、交往焦虑和外显自尊均不同程度的对攻击行为产生影响。改善亲子关系可以有效预防和减轻中学生攻击行为的发生。另外，加强对中学生的心理辅导，提高中学生的自尊水平，降低其交往焦虑程度，，也可起一定的效果。
[Abstract]:Objective:
To understand the current situation of middle school students' aggressive behavior, and to explore the influence modes of parent-child attachment, communication anxiety and explicit self-esteem on attack behavior, and provide scientific basis for preventing and reducing the occurrence of adolescent aggression and improving the physical and mental health of adolescents.
Method:
A multi stage stratified cluster sampling method was used to randomly select 2626 middle school students from four middle schools in Bengbu, Anhui province. The questionnaire survey was carried out by the attack behavior scale, parent-child attachment scale, communication anxiety scale and explicit self-esteem scale. T test and variance analysis were used to analyze the attack behavior of middle school students at different learning stages, sex and family type. Is the difference between the only child, the degree of parents' education, the occupation, the way of management and the attitude of parents' education, and the correlation between the aggressive behavior of the middle school students and the attachment of the parents, the relationship anxiety and the explicit self-esteem, and the middle school students' Association anxiety and the explicit self-esteem in the attachment and attack of the parents and children by the Spearman correlation analysis. The mediating action between behavior and plotting a path map.
Result:
(1) the total score of physical attack, verbal attack, indirect attack, anger, hostility and aggression were 13.73 + 4.90,13.06 + 3.29,12.27 + 3.70,15.85 + 4.72,17.35 + 5.30,72.27 + 16.02., respectively
(2) high school students' physical attack scores were higher than that of high school students, and the indirect attacks on high school students were higher than those of junior high school students. The difference was statistically significant (P value was 0.01). The physical attack, verbal attack, hostility and total score of middle school students were all higher than girls and angry girls were higher than male students. The difference was statistically significant (the value of P was 0.05); the other factors were 0.05. And the total score of aggressive behavior was different at different learning stages. There was no significant difference in gender (P = 0.05).
(3) the difference in the influence of family type on hostility was statistically significant (P 0.05); whether the influence of only child and mother's education on indirect attack was statistically significant (P value was 0.05); father's cultural degree had a significant difference (P 0.05) on physical attack (P 0.05); father's occupation against indirect attack, anger and total attack score The difference was statistically significant (P value was 0.05); the influence of father's teaching method on total score and 5 factor scores were statistically significant (P value was 0.05), and the difference in the influence of mother's occupation on body attack, indirect attack, anger and attack total score was statistically significant (P value was 0.05); mother's management and parental education There was a statistically significant difference in physical consistency, physical aggression, indirect aggression, anger, hostility and total score of attack (P = 0.05).
(4) in addition to verbal attacks, there was a significant negative correlation between parental attachment and mother son attachment and the total score of attack behavior and attack behavior (P value was 0.01). The total score of parent-child attachment was negatively correlated with the total score of body attack, anger, hostility and aggression (P value was 0.01), and all the factors of communication anxiety and attack behavior and the total score of attack behavior showed a significant difference. With positive correlation (P value 0.01), explicit self-esteem was negatively correlated with total score of body attack, indirect attack, anger, hostility and aggression, and was positively correlated with speech attack (P value was 0.01).
(5) middle school students' communication anxiety and explicit self-esteem play a partial intermediary role between parental attachment and aggressive behavior. The mediator effect accounts for 16.12% of the total effect and 7.50%., respectively. The attack is directly and indirectly affected by the attachment of the parents, and the communication anxiety has a direct effect on the attack. Mediator plays an indirect role in aggressive behavior, and parent-child attachment has the greatest effect on aggressive behavior.
Conclusion:
Secondary school students' attachment to parents and children, communication anxiety and explicit self-esteem have different influence on attack behavior. Improving parent-child relationship can effectively prevent and reduce the occurrence of middle school students' aggressive behavior. In addition, it is also effective to strengthen the psychological guidance to middle school students, improve the level of self-esteem and lower the degree of communication anxiety of middle school students.
【学位授予单位】：蚌埠医学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：R749.99

【参考文献】