本文選題：中學(xué)生 + 攻擊行為��； 參考：《蚌埠醫(yī)學(xué)院》2012年碩士論文

【摘要】：目的： 了解中學(xué)生攻擊行為現(xiàn)狀，并探討親子依戀、交往焦慮和外顯自尊對(duì)攻擊行為的影響方式，為預(yù)防和減少青少年攻擊行為的發(fā)生，改善青少年的身心健康狀況提供科學(xué)依據(jù)。 方法： 采用多階段分層整群抽樣方法，隨機(jī)抽取安徽省蚌埠市四所中學(xué)2626名中學(xué)生，采用攻擊行為量表、親子依戀量表、交往焦慮量表和外顯自尊量表進(jìn)行問卷調(diào)查。采用t檢驗(yàn)和方差分析分析中學(xué)生攻擊行為在不同學(xué)習(xí)階段，性別，家庭類型，是否獨(dú)生子女，父母文化程度、職業(yè)、管教方式和父母教育態(tài)度是否一致之間的差異；spearman相關(guān)分析分析中學(xué)生攻擊行為與親子依戀、交往焦慮和外顯自尊的相關(guān)性；中介效應(yīng)檢驗(yàn)分析中學(xué)生交往焦慮與外顯自尊在親子依戀與攻擊行為之間的中介作用，并繪制路徑圖。 結(jié)果： （1）中學(xué)生身體攻擊、言語攻擊、間接攻擊、憤怒、敵意和攻擊行為總分得分分別為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）中學(xué)生身體攻擊得分初中生高于高中生，間接攻擊高中生高于初中生，差異均有統(tǒng)計(jì)學(xué)意義（P值均0.01）；中學(xué)生身體攻擊、言語攻擊、敵意及攻擊總分均是男生高于女生，憤怒女生高于男生，差異均有統(tǒng)計(jì)學(xué)意義（P值均0.05）；其余各因子及攻擊行為總分在不同學(xué)習(xí)階段、性別間差異無統(tǒng)計(jì)學(xué)意義（P值均0.05）。 （3）家庭類型對(duì)敵意的影響差異有統(tǒng)計(jì)學(xué)意義（P 0.05）；是否獨(dú)生子女及母親文化程度對(duì)間接攻擊的影響差異有統(tǒng)計(jì)學(xué)意義（P值均0.05）；父親文化程度對(duì)身體攻擊的影響差異有統(tǒng)計(jì)學(xué)意義（P 0.05）；父親職業(yè)對(duì)間接攻擊、憤怒和攻擊總分的影響差異有統(tǒng)計(jì)學(xué)意義（P值均0.05）；父親管教方式對(duì)攻擊總分及5個(gè)因子分的影響差異均有統(tǒng)計(jì)學(xué)意義（P值均0.05）；母親職業(yè)對(duì)身體攻擊、間接攻擊、憤怒和攻擊總分的影響差異有統(tǒng)計(jì)學(xué)意義（P值均0.05）；母親管教方式及父母教育態(tài)度的一致性對(duì)身體攻擊、間接攻擊、憤怒、敵意和攻擊總分的影響差異有統(tǒng)計(jì)學(xué)意義（P值均0.05）。 （4）除言語攻擊之外，父子依戀和母子依戀與攻擊行為各因子及攻擊行為總分均呈顯著負(fù)相關(guān)（P值均0.01），親子依戀總分與身體攻擊、憤怒、敵意和攻擊行為總分呈顯著負(fù)相關(guān)（P值均0.01），交往焦慮與攻擊行為各因子及攻擊行為總分均呈顯著正相關(guān)（P值均0.01），外顯自尊與身體攻擊、間接攻擊、憤怒、敵意和攻擊行為總分均呈顯著負(fù)相關(guān)，而與言語攻擊顯著正相關(guān)（P值均0.01）。 （5）中學(xué)生交往焦慮和外顯自尊在親子依戀與攻擊行為之間均起部分中介作用，中介效應(yīng)分別占總效應(yīng)的16.12%和7.50%。由路徑圖可見，攻擊行為受親子依戀的直接和間接作用，交往焦慮對(duì)攻擊行為只有直接作用，外顯自尊通過交往焦慮的中介對(duì)攻擊行為起間接作用，親子依戀對(duì)攻擊行為的效應(yīng)值最大。 結(jié)論： 中學(xué)生親子依戀、交往焦慮和外顯自尊均不同程度的對(duì)攻擊行為產(chǎn)生影響。改善親子關(guān)系可以有效預(yù)防和減輕中學(xué)生攻擊行為的發(fā)生。另外，加強(qiáng)對(duì)中學(xué)生的心理輔導(dǎo)，提高中學(xué)生的自尊水平，降低其交往焦慮程度，，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.
【學(xué)位授予單位】：蚌埠醫(yī)學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：R749.99

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉桂芹;劉衍玲;張大均;;淺談媒體暴力對(duì)兒童、青少年的影響及干預(yù)措施[J];中國(guó)德育;2009年12期

2 汪濤;譚靜;李敏;張夔;馮正直;;醫(yī)學(xué)生社交焦慮與自尊和人格特征的關(guān)系[J];第三軍醫(yī)大學(xué)學(xué)報(bào);2009年11期

3 許少瓊;;家庭養(yǎng)育環(huán)境因素對(duì)學(xué)齡前兒童氣質(zhì)及行為問題的影響研究[J];中國(guó)兒童保健雜志;2011年05期

4 林秀冰;;學(xué)齡兒童行為問題與家庭環(huán)境關(guān)系的調(diào)查與分析[J];廣東醫(yī)學(xué)院學(xué)報(bào);2008年02期

5 熊曉美;左紅霞;馮曉敏;葉寶霞;張勝芝;羅芳;;本科護(hù)生的交往焦慮及其與自尊和人際歸因的相關(guān)性[J];護(hù)理學(xué)雜志;2011年15期

6 于海琴;親子依戀對(duì)兒童社會(huì)性發(fā)展影響的研究進(jìn)展[J];華中科技大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2002年01期

7 張蓮;;父母教養(yǎng)方式和高二學(xué)生社交焦慮的關(guān)系研究[J];中國(guó)健康心理學(xué)雜志;2008年01期

8 李玲玉;;大學(xué)生社交焦慮、依戀與心理健康的關(guān)系研究[J];中國(guó)健康心理學(xué)雜志;2010年02期

9 張秀芳;張淑娟;張順;張素娟;;大學(xué)生的交往焦慮與父母教養(yǎng)方式的相關(guān)性研究[J];中國(guó)健康心理學(xué)雜志;2010年04期

10 葉綺華;曹綺怡;關(guān)泳媚;張雪琴;;中學(xué)生社交焦慮與自我意識(shí)的相關(guān)研究[J];中國(guó)健康心理學(xué)雜志;2011年03期

相關(guān)碩士學(xué)位論文 前1條

1 王偉;武警新兵交往焦慮狀況調(diào)查及人際交往團(tuán)體訓(xùn)練干預(yù)研究[D];第一軍醫(yī)大學(xué);2006年

本文編號(hào)：2101317