An Investigation On The Correlation Among Classroom Environment, Emotional Adjustment, And Aggression In Later Childhood

There is a significant issue, which is the relationship among the aggressive behavior, the relevant factors and the adaptive results during the childhood, in research of the developmental psychology. Famous expert of aggressive research point that: in the past 20 century, human aggressive behavior studies have been prosperity developed (Dodge, Coie, Lyman, 2006; Tremblay, 2000). Especially in recent years, with violence has been recognized as a primary and increasingly important public health priority, research on development and treatment of aggression and other forms of antisocial behaviors has been further promoted and kept constantly growing. In the past thirty years, the study of children's aggressive mechanism has been concerned widely. Results show that, Children classroom environment of children can predict problem behavior, such as aggressive behavior, anxiety, depression and so on. However, there are few investigations on the correlation among classroom environment, emotional adjustment, and aggression in later childhood.For the above analysis, this research investigates the correlation among classroom environment , emotional adjustment, and aggression in later childhood by surveying 2145 students on grade 6 using the questionnaire named"my class"and Peer assessment questionnaire of aggression. The main findings of the study were as follows:1. Physical aggression and relation aggression showed significant gender difference. And boys'level of physical aggression and relation aggression is higher than girls'. Loneliness and anxiety/ depression showed significant gender difference. And boys'level of loneliness and anxiety/ depression is higher than girls'. 2. The correlation among classroom environment perceived by children, emotional adjustment, and aggression in later childhood is that: the student relationship can significantly negative predicate physical aggression, relation aggression, loneliness and anxiety/ depression. Learning burden could significantly positively predicate physical aggression, relation aggression and anxiety/ depression. Discipline can significantly negative predicate anxiety/ depression. Teacher-student relationship and competition couldn't significantly predicate aggression.3. For model 1, the average of physical aggression and relation aggression in every classroom has significant difference. The intra-class correlation shows that difference of physical aggression and relation aggression caused by classroom is 20.69% and 22.92%.4. For model 2, loneliness and anxiety/ depression can significantly positively predicate physical aggression, relation aggression.5. For model 3, classroom's average of student relationship and competition can significantly negatively predicate classroom's average of physical aggression and relation aggression.6. For model 4, Learning burden can enhance the positively predication between anxiety/ depression and relation aggression. However, Teacher-student relationship, student relationship, discipline, and competition cannot moderator the relationship between anxiety/ depression and relation aggression.