| Adolescent aggressive behavior has always been a hot issue in psychology.The more aggressive secondary vocational students are prone to substance abuse,depression and other mental health problems.With the focus of psychology and the national emphasis on the development of vocational education,it is necessary to explore the problem of aggressive behavior of vocational school students and the underlying influencing mechanism and intervention strategies,so as to provide theoretical and practical support for vocational education.Based on this,the study explores the influencing factors of aggressive behavior of secondary vocational students and improvement strategies through three sub studies.Study 1 explored the role of cognitive reappraisal in trait anger and aggression,with a sample of 250 secondary vocational students.Subjects were tested with Trait Anger Scale,Emotion Regulation Scale and Youth Self-Report.The results showed that:(1)Trait anger was positively correlated with aggression and its dimensions,and cognitive reappraisal was negatively correlated with trait anger and aggression and its dimensions.(2)Cognitive reappraisal plays a moderating role in the influence of trait anger on aggression and its dimensions;compared to individuals with low cognitive reappraisal,the trait anger has a weak effect on aggression and its dimensions of individuals with high cognitive reappraisal.Study 2 through 2(anger: priming group and non priming group)x2(writing conditions: reappraisal writing and non reappraisal writing)subjects to explore the role of cognitive reappraisal in the relationship between state anger and aggressive behavior,with a sample of 118 secondary vocational students.The results showed that:(1)The main effect of anger was significant,and the aggressive behavior of the priming group was significantly higher than that of the non priming group;The main effect of writing conditions was significant,and the aggressive behavior of the writing group with reappraisal was significantly lower than that of the writing group without reappraisal.(2)The interaction between anger and writing conditions was significant.Specifically,there was no significant difference in the aggressive behavior of the reappraisal writing group between anger priming and non priming.The aggressive behavior of the non reappraisal writing group under anger priming was significantly higher than that of the non priming group.Study 3 explored the improvement effect of cognitive reappraisal group intervention on aggressive behavior,with a sample of 108 secondary vocational students,through a mixed experimental design of 2(intervention conditions:intervention group and control group)x2(measurement time: pre-test and post-test).The results showed that:(1)Compared to the control group,the frequency of using cognitive reappraisal strategies in the intervention group was significantly increased after receiving intervention.(2)For the control group,the aggression behavior(and its external aggression dimension)in the post-test was significantly higher than that in the pre-test;The dimension of internal aggression in the intervention group was significantly lower in the post test than in the pre-test.(3)In the post test,the aggressive behavior of the intervention group was significantly lower than that of the control group.To sum up,the research shows that cognitive reappraisal plays a moderating role in the influence of trait anger and state anger on aggression,that is,secondary vocational students who are accustomed to using cognitive reappraisal strategies to regulate their emotions can significantly reduce the aggression induced by anger.At the same time,the research shows that cognitive reappraisal group intervention can be an effective psychological intervention method to improve the aggressive behavior of secondary vocational students. |
