初中生同伴关系对攻击性行为的影响机制研究——以敌意归因偏差为中介、情绪智力为调节的一个有调节中介模型

The Influence Mechanism of Junior High School Student on Aggressive Behavior—A Moderate Meditation Model Taking Hostile Attribution Bias as Mediating Variable and Emotional Intelligence as Moderate Variable

摘要: 本研究采用《同伴关系问卷》、《Buss-Perry攻击性问卷》的《敌意归因分量表》、斯科特编的《情绪智力量表》(EIS)和《Buss-Perry攻击性量表》对1125名初中生进行问卷调查。初中生同伴关系通过敌意归因偏差间接影响攻击性行为。该间接效应受到情绪智力的调节。当情绪智力水平较高时，初中生敌意归因偏差对攻击性行为的正向预测作用明显减弱。在敌意归因偏差与攻击性行为之间，情绪智力起调节作用。同时，情绪智力在同伴关系对攻击性行为的影响中同样起调节作用。当情绪智力水平较高时，同伴关系对攻击性行为的负向预测作用明显减弱。

Abstract: The research adopts “peer relationship scale”, “hostile attribution subscale” from “Buss-Perry aggressive behavior scale”, “emotional intelligence scale” written by Scott and “Buss-Perry aggressive behavior scale” implement questionnaires to survey 1125 students from Guangdong province. Junior high school student peer relationship indirectly affects aggressive behavior through the mediating role of hostile attribution bias. The indirect effect was moderated by emotional intelligence. When emotional intelligence was high, the positive predicative effect of junior high school student hostile attribution bias on aggressive behavior was significantly weakened, so emotional intelligence plays moderate role. At the same time, emotional intelligence also moderated the influence of peer relationship on aggressive behavior. When emotional intelligence is high, the negative predictive effect of peer relationship on aggressive behavior is significantly weakened.