The Relationship Between Trait Anger, Attribution Bias And Aggressive Behavior Of Junior High School Students And Their Intervention Studies

In recent years,with the numerous bullying incidents that have been reported in the news,it has brought the attention of the society to bullying on campus.Campus aggressive behavior,both for the perpetrators and the recipients,affects their physical and mental healthseriously.The intervention of aggressive behavior of adolescents has also aroused people’s attention,and the intervention methods are becoming more and more diverse.On the basis of GAM theoretical model,this study discusses the trait anger and attributional bias’ s influence on aggressive behavior in junior high school students,and on this basis,to analyzes the attribution bias in the mediation between the trait anger and aggressive behaviorfurther.It is of practical significance to design attributional bias group counseling to intervene in the aggressive behavior of junior high school students.The aggression defined in this study refers to the behaviors of junior middle school students in their social life that show less pro-social behaviors and intentionally make physical and relational harm to others.Trait anger refers to the persistent and stable characteristics of junior high school students in the face of anger and in the face of anger.Attribution bias refers to the hostile interpretation of the status made by junior middle school students when they encounter ambiguous situations from physical attacks and relationship attacks,causing their behaviors to deviate.This study uses aggressive behavior questionnaire,trait anger and hostility attributional bias questionnaire to survey 722 junior middle school students,and use SPSS17.0 and Amos 17.0 to analyze the current situation of aggressive behavior in junior high school students,and its relationship between attributional bias and trait anger.Then,to choose high aggressive behavior of junior high school students to jion in the intervention group of attributional bias.The main conclusions are as follows:Firstly,there is a significant gender differences between total aggressive scale,physical aggressive and relational aggressive.Boys got higher than girls.But there is no significant difference about prosociality.There is a significant grade differences between total aggressive scale,physical aggressive and relational aggressive.Students of grade two are significantly higher than the one.Differentparenting style haveimportant impact on aggressive behavior,so do marital relations.Compare to democracy autocratic education and bad marital relations,students’ aggressive behaviors are higher than democracyparenting style and good marital relations.The less popularity among students,the more aggressive behavior.Secondly,trait anger is positively correlated with the aggressive behavior of junior high school students.There is a significant positive correlation between trait anger and attribution bias.There is a significant positive correlation between the dimensions of attribution bias and the dimensions of aggressive behavior.Thirdly,the attribution bias plays a mediating role between the trait anger and aggressive behavior of junior high school students.The specific performance is: the attributional bias of the physical aggressive is partly mediated by the trait anger of junior middle school students and physical attack,relationalaggressive and the lack of pro-social behavior From the relationalaggressiveof attribution biasis partly mediated by the trait anger of junior middle school students and the lack of physical aggression,relational aggression and pro-social behavior.At last,the designed attributional bias group counseling program can effectively reduce the aggressive behavior of junior high school students.This study has some enlightening effects on the study of aggressive behavior in the future,which can provide some thoughts for the school psychological adolescents’ aggressive behavior counseling.