Effect Of Interpersonal Sensitivity And Interpretation Bias On Explicit Aggression In High School Students And The Intervention Study

Aggression refers to the psychological tendency or behavior that individuals intentionally hurt others directly or indirectly.Adolescent aggression has different negative effects on victims,implementers and bystanders,which is not conducive to the physical and mental health development of teenagers.Individual aggression is closely related to personality and cognitive factors,this study discusses the relationship between explicit aggression and interpersonal sensitivity,explain the bias,through group counseling activities to promote the level of high school positive interpretation,and reduce the level of explicit aggression,provide the basis for the maintenance of physical and mental health of high school students.In the first study,813 high school students in a middle school in Huaibei City,Anhui Province were subjected to interpersonal sensitivity questionnaire,biased interpretation questionnaire and explicit Aggressive Questionnaire,Explore the current situation of interpersonal sensitivity,interpretation bias and explicit aggression of senior high school students and the relationship between the three;Then,40 subjects were randomly divided into experimental group and control group（20subjects in each group）,The experimental group conducted 8 group tutoring activities with the theme of improving the positive interpretation bias,The control group did not do any interventions;Finally,after the auxiliary activities,On the experimental group and the control group,Check whether the group counseling activities are effective.The study results are as follows:（1）The interpersonal sensitivity of high school students is at the lower medium level.The personal sensitivity of high school students is significantly different in gender and left-behind experience,and the interpersonal sensitivity and vulnerability scores of female students,vigilance,separation anxiety,inferiority,humanity,and inclination are significantly higher than those of students without left-behind experience.（2）High school students’ positive and negative interpretation are at the middle level,and neutral interpretation is at the middle level.High school students were significantly different in gender,and their neutral interpretation scores were significantly higher than that of boys;the level of negative interpretation bias was significantly different in left-behind experience,and the negative interpretation scores of students were significantly higher than those of students without left-behind experience.（3）The explicit aggression of high school students is at the lower middle level.The explicit aggression levels of high school students are significantly different in grade and left-behind experience,and the total score and scores of senior three students are significantly higher than those of senior one,physical aggression and scores of students without left-behind experience.（4）There are significant positive relationships between interpersonal sensitivity and explicit sensitivity among high school students,significant positive prediction between negative interpretation and explicit aggression,and the mediation between the effects of interpersonal sensitivity on explicit aggression.（5）After implementing group coaching courses that improve the level of positive interpretation bias,the positive interpretation bias scores increased significantly in the experimental group,and the explicit aggression scores decreased significantly.Based on the study results,the following conclusions can be drawn:（1）There are significant differences in interpersonal sensitivity and interpretation bias among different genders and left-behind students,and significant differences in the explicit aggression of different grades and left-behind experiences.（2）Interpersonal sensitivity of high school students not only directly affects explicit aggression,but also indirectly affects explicit aggression through negative explanation.The higher levels of interpersonal sensitivity in high school students,the more negative explanations are made and the higher levels of explicit aggression.（3）Group tutoring courses can improve the positive interpretation bias level of high school students,and reduce the explicit aggression level of high school students.