PDF(Pubmed)
Abstract：
BACKGROUND: The reactive aggressive behavior in individuals typically shows a rapid growth trend as individuals enter adolescence, and peaks during middle-school period. According to the Comprehensive Cognitive Model of Trait Anger, trait anger and hostile attribution bias play important roles in the development of reactive aggressive behavior. Based on this, current study explored the relationship between trait anger and reactive aggressive behavior in middle school students, as well as the mediating role of hostile attribution bias and interventions.
METHODS: The current study consisted of three sub-studies. Study 1 recruited 87 middle school students with an average age of 12.367 ± 0.889 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of trait hostile attribution bias. Study 2 recruited 62 middle school students with an average age of 13.376 ± 0.963 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of state hostile attribution bias. Study 3 recruited 80 middle school students with an average age of 13.392 ± 0.977 years, implemented an intervention targeting trait hostile attribution bias in middle school students with high trait anger to reduce their reactive aggressive behavior. In current study, data management was performed using SPSS 22.0. Descriptive statistics, independent samples t-test, paired samples t-test, repeated measures analysis of variance (ANOVA), and path analysis were used for statistical analysis.
RESULTS: The results of Study 1 showed that trait anger predicted reactive aggressive behavior through trait hostile attribution bias. The results of Study 2 indicated that trait and state hostile attribution bias played mediating role intermediary, and trait hostile attribution bias had a stronger mediating effect than state hostile attribution bias. The results of Study 3 suggested that the intervention effectively decreased trait hostile attribution bias and reactive aggressive behavior.
CONCLUSIONS: Trait anger can predict the reactive aggressive behavior of junior high school students, with trait hostility attribution bias and state hostility attribution bias mediating this relationship. Intervening in the hostility attribution bias of high-anger junior high school students can effectively reduce their reactive aggressive behavior.
METHODS: The current study consisted of three sub-studies. Study 1 recruited 87 middle school students with an average age of 12.367 ± 0.889 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of trait hostile attribution bias. Study 2 recruited 62 middle school students with an average age of 13.376 ± 0.963 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of state hostile attribution bias. Study 3 recruited 80 middle school students with an average age of 13.392 ± 0.977 years, implemented an intervention targeting trait hostile attribution bias in middle school students with high trait anger to reduce their reactive aggressive behavior. In current study, data management was performed using SPSS 22.0. Descriptive statistics, independent samples t-test, paired samples t-test, repeated measures analysis of variance (ANOVA), and path analysis were used for statistical analysis.
RESULTS: The results of Study 1 showed that trait anger predicted reactive aggressive behavior through trait hostile attribution bias. The results of Study 2 indicated that trait and state hostile attribution bias played mediating role intermediary, and trait hostile attribution bias had a stronger mediating effect than state hostile attribution bias. The results of Study 3 suggested that the intervention effectively decreased trait hostile attribution bias and reactive aggressive behavior.
CONCLUSIONS: Trait anger can predict the reactive aggressive behavior of junior high school students, with trait hostility attribution bias and state hostility attribution bias mediating this relationship. Intervening in the hostility attribution bias of high-anger junior high school students can effectively reduce their reactive aggressive behavior.
摘要：
背景：随着个体进入青春期，个体的反应性攻击行为通常表现出快速增长的趋势，在中学期间达到顶峰。根据特质愤怒的综合认知模型，特质愤怒和敌对归因偏差在反应性攻击行为的发展中起着重要作用。基于此,目前的研究探索了中学生特质愤怒与反应性攻击行为之间的关系，以及敌意归因偏差和干预的中介作用。
方法：本研究包括三个子研究。研究1招募了87名中学生，平均年龄为12.367±0.889岁，调查了特质愤怒与反应性攻击行为之间的关系，以及特质敌意归因偏差的中介作用。研究2招募了62名中学生，平均年龄为13.376±0.963岁，调查了特质愤怒与反应性攻击行为之间的关系，以及国家敌意归因偏差的中介作用。研究3招募了80名中学生，平均年龄为13.392±0.977岁，针对高特质愤怒中学生的特质敌对归因偏差进行干预，以减少他们的反应性攻击行为。在目前的研究中,数据管理使用SPSS22.0。描述性统计，独立样本t检验，配对样本t检验，重复测量方差分析(ANOVA)，采用路径分析进行统计分析。
结果：研究1的结果表明，特质愤怒通过特质敌对归因偏倚来预测反应性攻击行为。研究2的结果表明，特质和国家敌对归因偏差起着中介作用，特质敌对归因偏差比国家敌对归因偏差具有更强的中介效应。研究3的结果表明，干预有效地减少了特质敌对归因偏差和反应性攻击行为。
结论:特质愤怒可以预测初中生的反应性攻击行为,特质敌意归因偏差和状态敌意归因偏差调解了这一关系。干预高怒初中生的敌意归因偏差可以有效降低其反应性攻击行为。
方法：本研究包括三个子研究。研究1招募了87名中学生，平均年龄为12.367±0.889岁，调查了特质愤怒与反应性攻击行为之间的关系，以及特质敌意归因偏差的中介作用。研究2招募了62名中学生，平均年龄为13.376±0.963岁，调查了特质愤怒与反应性攻击行为之间的关系，以及国家敌意归因偏差的中介作用。研究3招募了80名中学生，平均年龄为13.392±0.977岁，针对高特质愤怒中学生的特质敌对归因偏差进行干预，以减少他们的反应性攻击行为。在目前的研究中,数据管理使用SPSS22.0。描述性统计，独立样本t检验，配对样本t检验，重复测量方差分析(ANOVA)，采用路径分析进行统计分析。
结果：研究1的结果表明，特质愤怒通过特质敌对归因偏倚来预测反应性攻击行为。研究2的结果表明，特质和国家敌对归因偏差起着中介作用，特质敌对归因偏差比国家敌对归因偏差具有更强的中介效应。研究3的结果表明，干预有效地减少了特质敌对归因偏差和反应性攻击行为。
结论:特质愤怒可以预测初中生的反应性攻击行为,特质敌意归因偏差和状态敌意归因偏差调解了这一关系。干预高怒初中生的敌意归因偏差可以有效降低其反应性攻击行为。
