An Intervention Study On Interaction Anxiety Of Junior High School Students

Interaction Anxiety of junior high school students has an important impact for the formation of its values and personality development. Interaction Anxiety is increasingly common in the everyday life of junior high school students. Interaction Anxiety has an impact for junior high school students’ academic, physical and mental health. Under China’s current academic education, academic indicators has been the school, family and community focus of attention, especially schoolchildren, key indicators to measure learning, and even that is only.Aggressive behaviour is common in junior high school students’ daily lives, small to large deadly quarrel, for obvious physical injuries or died, hidden for heart damage. With this many, have greatly affected the normal learning and life of junior high school students.The intervention study on Interaction Anxiety and aggressive behavior of junior high school students is an important part of the study to Middle School students’ problem. Psychology have made a lot of achievements for young people in Interaction Anxiety and aggressive intervention, of which the most prominent is the group counseling. Correlation Study of Interaction anxiety and aggressive behavior of high school students (Gu Xuan 2011),found that Interaction anxiety and aggressive behavior of Middle School students were significant positive correlation. And Interaction anxiety is the major risk factors for Middle School students’ aggressive behaviour.for timely interventions can effectively prevent and reduce the incidence of secondary school students’ aggressive behavior. Therefore, this study intends to intervention the students who have higher level of intervention anxiety by cognitive behavioral group psychological counseling, with the level of anxiety reduced, if the level of aggressive behavior will be reduced? This can empirical verification previous research on relevant.Methods:This study consists of two parts. The first part is the relationship of intervention anxiety, aggressive behavior and academic study:the Interaction Anxiety Scale (IAS) and attacks Questionnaire (AQ) as a tool for 300 junior high school students, a more comprehensive understanding of the three relationship; the second part study group psychological intervention for the the students who have high level of anxiety intervention.study subjects on the basis of research on the relationship between selected participated voluntarily comply with the requirements of 32 groups higher anxiety level of the students association. Using the experimental group, the control group test methods research. Participants were randomly divided into two groups, each group of 16 people. One group as the experimental group, participated in group counseling contacts anxiety; the other group as a control group, watching the news network. After the seven group counselling, use the same pre-test measurement tools testing. Through the seven-week group counseling,comparing the level of anxiety and aggression between the experimental group and the control group.In conclusion:First, the gender of the students is no significant difference in anxiety. Different gender of the students do not exist in aggressive behavior, there was no significant difference in verbal aggression and hostility dimension, but there are significant differences in physical aggression and anger dimensions. Different sex of the students there are significant differences in the academic performance of girls than boys.Second, different grades of the students were no significant differences in anxiety scores The existence of different grades of the students were not significant differences in the total score and the dimensions of aggressive behavior. Different grades of the students in the academic significant difference, first grade higher than Grade Two.Third, anxiety and academic performance is negatively correlated, but the effect was not significant. Aggressive behavior scores and academic achievement is a significant negative correlation, the higher the level of aggressive behavior, lower academic levels. Aggressive behavior and academic-related anger dimension ANG highest coefficient, followed by physical assault PHY correlation dimension and academic achievement, and are significantly correlated at the 0.01 level, while verbal aggression and hostility dimension HOS VER dimensions and academic achievement was no significant correlation. Social Anxiety and aggressive behavior is a significant positive correlation, ie, the higher the anxiety level exchanges, the higher the level of aggressive behavior. Anxiety, hostility and aggression exchanges dimension highest correlation coefficient HOS, followed by anger dimension ANG, and are statistically significant, and verbal aggression and physical aggression VER PHY dimensions of anxiety and contacts correlation coefficient is relatively small.Fourth, the experimental group before intercourse anxiety scores were significantly different posttest. Aggressive behavior scores before the experiment group, after significant difference test. That anxiety group counseling accept exchanges experimental group of students in the exchanges anxiety level will be significantly lower than the control group students. With lower levels of anxiety attacks interaction behavior levels also decreased.