Relationship between emotional intelligence trait anger and aggressive behavior of middle school students with childhood psychological abuse

Abstract

Objective To explore the intrinsic mechanism of emotional intelligence and trait anger in the association between childhood psychological abuse and aggressive behavior among middle school students, and to provide a theoretical basis for intervention of aggressive behaviors. Methods By using the multi-stage stratified random sampling method, 2 458 middle school students in Guizhou Province were selected, and group tests were carried out using psychological abuse scale, attack behavior scale, emotional intelligence scale and characteristic anger scale. Results Agressive behavior, trait anger and emotional intelligence differed significantly by gender ( t = 2.19, 5.12, –2.34, P <0.05), and there were significant differences in aggressive behavior, psychological abuse, emotional intelligence and trait anger among middle school students of different student origins by residence ( t = –18.77, –6.04, 9.10, –9.94, P <0.05). Childhood psychological abuse ( r = 0.41), temperamental trait anger ( r = 0.52) and reactive trait anger ( r = 0.49) were significantly positively correlated with aggressive behavior ( P <0.05). Emotional intelligence was significantly negatively correlated with aggressive behavior ( r = –0.33, P <0.05). The test of multiple mediation effects showed that emotional intelligence, temperamental trait anger and reactive trait anger played multiple mediation roles between psychological abuse and aggressive behavior in childhood. Conclusion Childhood psychological abuse could not only directly affect the aggressive behavior of middle school students, but also further affect the aggressive behavior through emotional intelligence and trait anger. Emotional intelligence and idiosyncratic anger are important internal mechanisms by which childhood psychological abuse affects aggressive behavior. 【摘要】 目的 探讨中学生情绪智力与特质愤怒在儿童期心理虐待及攻击性行为之间的内在作用机制, 为维护中学生身 心健康, 对其攻击性行为进行干预提供理论依据。 方法 采用多阶段分层随机抽样方法, 选取贵州省2 458名中学生, 采 用心理虐待量表、攻击性行为量表、情绪智力量表、特质愤怒量表进行团体施测。 结果 不同性别学生攻击性行为、特质愤 怒及情绪智力得分差异均有统计学意义（ t 值分别为2.19,5.12, –2.34'值均<0.05), 不同生源地中学生攻击性行为、心理 虐待、情绪智力及特质愤怒差异均有统计学意义（t值分别为-18.77, –6.04,9.10, –9.94'值均<0.05);儿童期心理虐待（ r = 0.41)、气质型特质愤怒（ r = 0.52)及反应型特质愤怒（ r = 0.49)与攻击性行为均呈正相关( P 值均<0.05);情绪智力与攻击 性行为呈负相关( r =–0.33, P <0.05);多重中介效应检验表明, 情绪智力、气质型特质愤怒及反应型特质愤怒在儿童期心理 虐待与攻击性行为间起多重中介作用。 结论 儿童期心理虐待不仅能直接影响中学生攻击性行为, 还能通过情绪智力与 特质愤怒进一步影响攻击性行为。情绪智力与特质愤怒是儿童期心理虐待影响攻击性行为重要的内部机制。