<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.20240110017</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>初中生攻击行为的现状分析及对策</title><url>https://artdesignp.com/journal/EDTR/2/11/10.61369/EDTR.20240110017</url><author>杨子鑫,曾月婷,陈鹏</author><pub-date pub-type="publication-year"><year>2024</year></pub-date><volume>2</volume><issue>11</issue><history><date date-type="pub"><published-time>2024-11-20</published-time></date></history><abstract>目的：全面考察初中生攻击行为的现状特征及其影响因素，并基于实证研究结果提出针对性干预对策。方法：采用Buss-Perry攻击量表（BPAQ）对某地区2所中学的597名初中生进行问卷调查，结合描述性统计、t检验等方法进行数据分析。结果：初中生攻击行为总分为2.56&amp;plusmn;0.61分，处于中等水平，其中身体攻击得分最高（2.75&amp;plusmn;0.70分），敌意得分最低（2.19&amp;plusmn;0.81分）。男生攻击行为显著高于女生（71.87&amp;plusmn;18.03 vs 76.20&amp;plusmn;17.64，P=0.003），7年级学生得分高于8年级学生（75.67&amp;plusmn;17.98 vs 72.84&amp;plusmn;17.83，P=0.054）。结论：初中生攻击行为受性别、年级等因素显著影响，建议从家庭教养、学校教育和社会支持三个层面构建综合干预体系，以促进青少年心理健康发展。</abstract><keywords>初中生,攻击行为,现状调查</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]Buss, Arnold H. &amp;ldquo;The psychology of aggression.&amp;rdquo; (1962): 180-181.&amp;nbsp;[2]Krah&amp;eacute;, Barbara. The social psychology of aggression. Routledge, 2020.&amp;nbsp;[3]DeWall, C. Nathan, Craig A. Anderson, and Brad J. Bushman. &amp;ldquo;The general aggression model: Theoretical extensions to violence.&amp;rdquo; Psychology of violence 1.3 (2011): 245.&amp;nbsp;[4]张文新.欺凌的界定：文化和发展的视角[J].心理发展与教育,2023,39(04):590-598.&amp;nbsp;[5]Steinberg L D. Age of opportunity: Lessons from the new science of adolescence[M]. Houghton Mifflin Harcourt, 2014.&amp;nbsp;[6]Buss A H, Perry M. The aggression questionnaire[J]. Journal of personality and social psychology, 1992, 63(3): 452.&amp;nbsp;[7]Archer J. Testosterone and human aggression: an evaluation of the challenge hypothesis[J]. Neuroscience &amp;amp; Biobehavioral Reviews, 2006, 30(3): 319-345.&amp;nbsp;[8]Bushman B J, Anderson C A. Is it time to pull the plug on hostile versus instrumental aggression dichotomy?[J]. Psychological review, 2001, 108(1): 273.&amp;nbsp;[9]Cooley, Morgan E., et al. &amp;ldquo;Parent&amp;ndash;child interaction therapy: A meta-analysis of child behavior outcomes and parent stress.&amp;rdquo; Journal of family social work 17.3 (2014): 191-208.&amp;nbsp;[10]Durlak, Joseph A., et al. &amp;ldquo;The impact of enhancing students&amp;rsquo; social and emotional learning: A meta‐analysis of school‐based universal interventions.&amp;rdquo; Child development 82.1 (2011): 405-432.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
