Emotional Regulation of Displaced Aggression in Provocative Situations among Junior High School Students.

Abstract

This study investigated the emotion regulation effect of displaced aggression among junior high school students after provocation through two experiments. Experiment 1 examined the effect of displaced aggression on the negative and positive emotions of junior high school students after low- and high-level provocation. The results showed that only after high-level provocation did individuals experience a significant decrease in negative emotions and a significant increase in positive emotions after engaging in displaced aggression. Experiment 2 explored the effect of aggressive intensity on negative and positive emotions after provocation. The results indicated that, in terms of changes in positive emotions, low-intensity aggression showed a significant increase in positive emotions after aggression. Regarding changes in negative emotions, both low-intensity aggression and high-intensity aggression resulted in significant decreases in negative emotions after aggression. In conclusion, this research showed that, in highly provocative situations, displaced aggression among junior school students, especially low-intensity displaced aggression, could increase positive emotions and decrease negative emotions. These results support the emotional regulation theory of aggression. However, considering that displaced aggression violates social norms, efforts should be made to avoid individuals regulating their emotions through displaced aggression, instead guiding them toward using more appropriate methods for emotional regulation in future research and practical applications.