中学生攻击性与移情情绪管理能力的关系

Aggression,empathy and emotional regulation among middle school students

目的探讨中学生攻击行为与移情、情绪管理能力的关系,为学生攻击性行为的预防和干预提供依据。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5个省市抽取中学生共16 022名,进行攻击行为、移情和情绪管理能力的问卷调查。结果不同年龄段女生攻击性的发展呈倒"V"型趋势,而男生的攻击性随年龄逐渐上升。不同性别学生移情能力得分差异有统计学意义,女生在移情各维度上得分均高于男生(P值均<0.01)。不同年龄段学生移情能力得分差异有统计学意义(P<0.01),且随年龄段升高而上升。高情绪管理组学生攻击行为得分低于低情绪管理组(P<0.01)。攻击行为与移情能力、情绪管理能力呈负相关,移情与情绪管理呈正相关(P值均<0.01)。情绪管理在移情与攻击性中具有安全中介作用。结论中学生的移情能力和情绪管理能力对攻击行为具有一定的影响,可以此为依据提出相应预防对策。

Objective To explore the relationship between aggressive behavior, empathy and emotion regulation among middle school students. Methods By using multi-stage stratified random sampling method, a total of 16 022 middle school students from Anhui, Yunnan, Guangdong, Heilongjiang and Hubei were recruited to complete the questionnaires of aggression, empathy and the emotional regulation. Results The developmental changes of girls＂ aggression formed an inverted ＂V＂, while boy＇s aggression increased slowly during the whole middle school period. Differences in empathy between genders and ages were found （t =- 11.361, P〈0.01 ; F= 9.694, P〈0.01 ）. Gifts showed better abilities of empathy than boys（ P〈0.011, and the scores increased with age. Students in high emotional regulation group showed less aggressiveness （t = 44.961, P〈0.01 ）. Aggression behavior was negative correlated with empathy and emotional regulation （r=-0.066, -0.401, P〈0.01 ）. There were significant positive correlations between empathy and emotional regulation（r= 0.127, P〈0.01 ）. Emotional regulation has been shown to mediate the association between empathy and aggression. Conclusion Aggression is affected by empathy and emotional regulation abilities a- mong middle school students.