中学生儿童期心理虐待情绪智力及特质愤怒与攻击性行为关系

秦倩; 李兵; 陈明炫; 李毅; 万英; 庹安写

doi:10.16835/j.cnki.1000-9817.2021.01.023

中学生儿童期心理虐待情绪智力及特质愤怒与攻击性行为关系

doi: 10.16835/j.cnki.1000-9817.2021.01.023

秦倩¹,
李兵²,
陈明炫¹,
李毅¹,
万英¹,
庹安写^1, ,

1.
贵州医科大学医学人文学院, 贵阳 550025
2.
贵州大学外国语学院

基金项目:

教育部人文社会科学重点研究基地重大项目 2017JJD190003

详细信息

作者简介:
秦倩(1994-)，女，贵州安顺人，在读硕士，主要研究方向为心理测量与咨询

通讯作者:
庹安写，E-mail：1298253638@qq.com

中图分类号: G 444 B 844.1
计量
- 文章访问数: 531
- HTML全文浏览量: 263
- PDF下载量: 40
- 被引次数: 0
出版历程
- 收稿日期: 2020-05-15
- 修回日期: 2020-07-20
- 网络出版日期: 2021-04-01
- 刊出日期: 2021-01-25

Relationship between emotional intelligence trait anger and aggressive behavior of middle school students with childhood psychological abuse

IN Qian¹,
LI Bing²,
CHEN Mingxuan¹,
LI Yi¹,
WAN Ying¹,
TUO Anxie^{1
, ,}

1.
College of Medical Humanities, Guizhou Medical University, Guiyang(550025), China

摘要

摘要: 目的探讨中学生情绪智力与特质愤怒在儿童期心理虐待及攻击性行为之间的内在作用机制，为维护中学生身心健康，对其攻击性行为进行干预提供理论依据。方法采用多阶段分层随机抽样方法，选取贵州省2 458名中学生，采用心理虐待量表、攻击性行为量表、情绪智力量表、特质愤怒量表进行团体施测。结果不同性别学生攻击性行为、特质愤怒及情绪智力得分差异均有统计学意义(t值分别为2.19，5.12，-2.34，P值均 < 0.05)，不同生源地中学生攻击性行为、心理虐待、情绪智力及特质愤怒差异均有统计学意义(t值分别为-18.77，-6.04，9.10，-9.94，P值均 < 0.05)；儿童期心理虐待(r=0.41)、气质型特质愤怒(r=0.52)及反应型特质愤怒(r=0.49)与攻击性行为均呈正相关(P值均 < 0.05)；情绪智力与攻击性行为呈负相关(r=-0.33，P < 0.05)；多重中介效应检验表明，情绪智力、气质型特质愤怒及反应型特质愤怒在儿童期心理虐待与攻击性行为间起多重中介作用。结论儿童期心理虐待不仅能直接影响中学生攻击性行为，还能通过情绪智力与特质愤怒进一步影响攻击性行为。情绪智力与特质愤怒是儿童期心理虐待影响攻击性行为重要的内部机制。
- 虐待儿童 /
- 精神卫生 /
- 情绪 /
- 攻击 /
- 学生
Abstract: Objective To explore the intrinsic mechanism of emotional intelligence and trait anger in the association between childhood psychological abuse and aggressive behavior among middle school students, and to provide a theoretical basis for intervention of aggressive behaviors. Methods By using the multi-stage stratified random sampling method, 2 458 middle school students in Guizhou Province were selected, and group tests were carried out using psychological abuse scale, attack behavior scale, emotional intelligence scale and characteristic anger scale. Results Agressive behavior, trait anger and emotional intelligence differed significantly by gender(t=2.19, 5.12, -2.34, P < 0.05), and there were significant differences in aggressive behavior, psychological abuse, emotional intelligence and trait anger among middle school students of different student origins by residence(t=-18.77, -6.04, 9.10, -9.94, P < 0.05). Childhood psychological abuse (r=0.41), temperamental trait anger (r=0.52) and reactive trait anger (r=0.49) were significantly positively correlated with aggressive behavior(P < 0.05). Emotional intelligence was significantly negatively correlated with aggressive behavior (r=-0.33, P < 0.05). The test of multiple mediation effects showed that emotional intelligence, temperamental trait anger and reactive trait anger played multiple mediation roles between psychological abuse and aggressive behavior in childhood. Conclusion Childhood psychological abuse could not only directly affect the aggressive behavior of middle school students, but also further affect the aggressive behavior through emotional intelligence and trait anger. Emotional intelligence and idiosyncratic anger are important internal mechanisms by which childhood psychological abuse affects aggressive behavior.
- Child abuse /
- Mental health /
- Emotions /
- Aggression /
- Students

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表 1 不同人口统计学特征中学生各量表得分比较(x±s)

Table 1. Comparison of the scores of different scales for middle school students with different demographic characteristics(x±s)

人口统计学指标		人数	统计值	攻击性行为	心理虐待	情绪智力	特质愤怒
性别	男	1 162		2.63±0.77	1.01±0.64	3.48±0.62	1.95±0.69
	女	1 296		2.56±0.70	0.99±0.65	3.53±0.56	1.83±0.49
			t值	2.19	0.34	-2.34	5.12
			P值	0.03	0.73	0.02	0.00
生源地	城市	871		2.24±0.67	0.89±0.64	3.66±0.62	1.73±0.55
	农村	1 587		2.78±0.70	1.05±0.64	3.43±0.56	1.97±0.61
			t值	-18.77	-6.04	9.10	-9.94
			P值	0.00	0.00	0.00	0.00
学段	初中	1 454		2.59±0.79	1.01±0.64	3.54±0.61	1.88±0.65
	高中	1 004		2.60±0.65	0.98±0.66	3.47±0.56	1.89±0.50
			t值	-0.52	0.95	2.92	-0.52
			P值	0.59	0.34	0.00	0.60
合计		2 458		2.59±0.74	0.99±0.65	3.51±0.59	1.89±0.60

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表 2 中学生各量表得分相关性分析(r值，n=2 458)

Table 2. Correlation analysis of the scores of each scale for middle school students(r, n=2 458)

变量	心理虐待	情绪智力	气质型特质愤怒	反应型特质愤怒
情绪智力	-0.24^**
气质型特质愤怒	0.26^**	-0.23^**
反应型特质愤怒	0.32^**	-0.18^**	0.67^**
攻击性行为	0.41^**	-0.33^**	0.52^**	0.49^*
注： P<0.05，*P<0.01。

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表 3 情绪智力与特质愤怒在儿童期心理虐待与攻击性行为间的中介作用回归分析(n=2 458)

Table 3. Regression analysis of mediating effect between emotional intelligence and trait anger on childhood psychological abuse and aggressive behavior(n=2 458)

变量	情绪智力			气质型特质愤怒			反应型特质愤怒			攻击性行为
变量	β值	标准误	t值	β值	标准误	t值	β值	标准误	t值	β值	标准误	t值
性别	0.10	0.04	2.51^**	0.01	0.04	0.14	-0.32	0.04	-8.60^**	-0.02	0.03	-0.65
户籍	-0.33	0.04	-8.22^**	0.30	0.04	7.51^**	0.23	0.04	5.76^**	0.46	0.03	14.08^**
心理虐待	-0.22	0.02	-11.23^**	0.20	0.02	10.24^**	0.28	0.02	14.73^**	0.23	0.02	14.06^**
情绪智力				-0.16	0.02	-7.99^**	-0.08	0.02	-4.30^**	-0.15	0.02	-9.11^**
气质型特质愤怒										0.27	0.02	13.10^**
反应型特质愤怒										0.17	0.02	8.10^**
R²值	0.08			0.12			0.15			0.45
F值	75.11^**			81.43^**			107.08^**			327.93^**
注： **P<0.01。

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表 4 中学生情绪智力与特质愤怒在儿童期心理虐待与攻击性行为间的中介效应检验(n=2 458)

Table 4. Mediating effect of emotional intelligence and trait anger on childhood psychological abuse and aggressive behavior(n=2 458)

路径	标准误	效应值(95%CI)	中介效应占比/%
总间接效应	0.01	0.15(0.12~0.17)	39.47
心理虐待→情绪智力→攻击性行为	0.00	0.03(0.02~0.04)	7.89
心理虐待→气质型特质愤怒→攻击性行为	0.01	0.05(0.04~0.07)	13.16
心理虐待→反应型特质愤怒→攻击性行为	0.01	0.05(0.03~0.06)	13.16
心理虐待→情绪智力→气质型特质愤怒→攻击性行为	0.00	0.01(0.01~0.01)	2.63
心理虐待→情绪智力→反应型特质愤怒→攻击性行为	0.00	0.01(0.01~0.05)	2.63

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