小学高年级学生攻击行为与人际归因关系

Relationship between aggressive and interpersonal attribution among students aged nine to twelve

目的探讨小学生攻击行为与人际归因的关系,对预防攻击行为提供依据。方法采用多阶段分层整群抽样方法,在安徽、云南、广东、黑龙江、湖北等5省15个大、中、小城市抽取7 008名小学生进行攻击行为问卷和人际归因策略调查。结果父亲文化程度高(P<0.05)、父母管教方式严格、对孩子期望值高(P<0.001)的学生攻击性低;与老师和同学有较好的关系、成绩优良、居住地社会风气较好(P<0.001)的学生攻击得分明显低于其他学生;人际关系外倾性归因与攻击行为有显著相关(r=0.4,P<0.01),并且外倾性越高,攻击行为越严重。结论改善家庭、学校及社会环境以及帮助学生正确看待自己及人际关系,对预防和干预学生攻击行为的发生有积极意义。

Objective To explore the factors which influence the students aggressive behaviors and the features of interpersonal attribution of students, and the relationship between aggressive behaviors and interpersonal attribution, then to provide the foundation for the prevention of aggression. Methods A stratified random cluster sample of 7 008 pupils in urban China were asked to complete the Buss-Warren Aggression Questionnaire and The Multidimeutional-Muhiattributional Causality Scale. Results The students whose father with a higher educational background （ P〈O. 05 ） had lower aggression score, and the students who had strict discipline and higher anticipation from parent（ P〈0. 001 ） get lower aggression score. The result showed that the students who had good relationship with their teachers and friends had lower score（P〈0. 001 ）. The students who lived in a better social conduct had weak aggressive behaviors（ P〈0. 001 ）. Third, there was an obvious correlation of the outer control of interpersonal attribution with aggressive behaviors （ r = 0. 4, P〈0. 01 ） , and the more extroversion in interpersonal attribution, the stronger aggression in behavior. Conclusion Improve the situation of family, school and society, and help students recognize themselves and improve the relationship with others can better prevent and intervene the aggression of students.