中学生黑暗三联征与网络攻击行为的关系——纯恶信念和特质愤怒的中介作用
The Relationship between Dark Triad and Online Aggressive Behavior in Middle School Students—The Mediating Effect of Beliefs in Pure Evil and Trait Anger
DOI: 10.12677/AP.2022.125203, PDF,    科研立项经费支持
作者: 刘亚楠*, 刘姗姗, 侯晓晓, 路怡佳#:郑州大学教育学院,河南 郑州
关键词: 黑暗三联征网络攻击行为纯恶信念特质愤怒 Dark Triad Online Aggressive Behavior Beliefs in Pure Evil Trait Anger
摘要: 目的:探究纯恶信念、特质愤怒在中学生黑暗三联征与网络攻击行为关系间的中介作用。方法:用黑暗人格三联征问卷、网络攻击行为量表、纯恶信念量表以及特质愤怒量表,对河南省某几所中学的328名学生进行问卷调查。结果:1) 黑暗三联征在性别上存在显著性差异(p < 0.05)、特质愤怒在性别上存在显著性差异(p < 0.01);纯恶信念在年级上存在显著性差异(p < 0.05);网络攻击行为在是否独生子女上存在显著性差异(p < 0.05)。2) 黑暗三联征、网络攻击行为、纯恶信念和特质愤怒彼此存在两两正相关(p < 0.01)。3) 纯恶信念和特质愤怒在黑暗三联征和网络攻击行为之间起部分中介作用。结论:黑暗三联征是影响网络攻击行为的显著预测因素,纯恶信念和特质愤怒在中间起中介作用。
Abstract: Objective: This paper explores the role of beliefs in pure evil and trait anger in the relationship between dark triad and the online aggressive behavior in middle school students. Methods: 328 students from middle schools in Henan province were investigated by using Dark Triad Questionnaire, Online Aggressive Behavior Scale, Beliefs in Pure Evil Scale and Trait Anger Scale. Results: 1) There were significant gender differences in dark triad (p < 0.05), and trait anger was significantly different in gender (p < 0.01); There were significant differences in beliefs in pure evil among grades (p < 0.05); There was a significant difference in online aggression behavior between only child and not only child (p < 0.05). 2) Dark triad, online aggressive behavior, beliefs in pure evil and trait anger were positively correlated with each other (p < 0.01). 3) Beliefs in pure evil and trait anger play partial mediating roles between dark triad and online aggressive behavior. Conclusion: The dark triad is a significant predictor of online aggressive behavior; beliefs in pure evil and trait anger play a mediating effect.
文章引用:刘亚楠, 刘姗姗, 侯晓晓, 路怡佳 (2022). 中学生黑暗三联征与网络攻击行为的关系——纯恶信念和特质愤怒的中介作用. 心理学进展, 12(5), 1701-1708. https://doi.org/10.12677/AP.2022.125203

参考文献

[1] 耿耀国, 孙群博, 黄婧宜, 等(2015). 黑暗十二条与短式黑暗三联征量表: 两种黑暗三联征测量工具中文版的检验. 中国临床心理学杂志, 23(2), 246-250.
[2] 黄潇潇, 张宝山, 张媛, 等(2019). 元刻板印象对随迁儿童攻击行为的效应及挫折感的中介作用. 心理学报, 51(4), 484-496.
[3] 李晔, 王利刚, 周文娇, 等(2012). 中学生网络攻击行为与愤怒. 中国心理卫生杂志, 26(7), 532-536.
[4] 罗亚莉, 张大均, 刘云波, 等(2011). 特质愤怒量表中文版在大学生人群应用的信度和效度. 中国心理卫生杂志, 25(9), 700-704.
[5] 秦峰, 许芳(2013). 黑暗人格三合一研究述评. 心理科学进展, 21(7), 1248-1261.
[6] 施春华, 王一茜, 张静, 等(2017). 初中生自尊和网络攻击行为的关系:人际关系的中介作用. 中国健康心理学杂志, 25(5), 704-709.
[7] 杨继平, 王兴超(2012). 道德推脱对青少年攻击行为的影响: 有调节的中介效应. 心理学报, 44(8), 1075-1085.
[8] 赵锋, 高文斌(2012). 少年网络攻击行为评定量表的编制及信效度检验. 中国心理卫生杂志, 26(6), 439-444.
[9] 朱亚琳, 金灿灿(2021). 黑暗三联征与攻击行为关系的元分析. 心理科学进展, 29(7), 1195-1209.
[10] Baumeister, R. F. (1999). Evil: Inside Human Violence and Cruelty. W. H. Freeman.
[11] Grigg, D. W. (2010). Cyber-Aggression: Definition and Concept of Cyberbullying. Australian Journal of Guidance and Counselling, 20, 143-156.
[12] Lau, K. S. L., & Marsee, M. A. (2013). Exploring Narcissism, Psychopathy, and Machiavellianism in Youth: Examination of Associations with Antisocial Behavior and Aggression. Journal of Child and Family Studies, 22, 355-367.[CrossRef
[13] Paulhus, D. L., & Williams, K. M. (2002). The Dark Triad of Personality: Narcissism, Machiavellianism, and Psychopathy. Journal of Research in Personality, 36, 556-563.[CrossRef
[14] Southard, A. C., & Zeigler-Hill, V. (2016). The Dark Triad Traits and Fame Interest: Do Dark Personalities Desire Stardom? Current Psychology, 35, 255-267.[CrossRef
[15] Spielberger, C. D. (1983). Assessment of Anger: The State-Trait Anger Expression Scale. In J. N. Butcher, & C. D. Spielberger (Eds.), Advances in Personality Assessment (pp. 159-187). Routledge.
[16] Webster, R. J., & Saucier, D. A. (2013). Angels and Demons Are among Us: Assessing Individual Differences in Belief in Pure Evil and Belief in Pure Good. Personality and Social Psychology Bulletin, 39, 1455-1470.[CrossRef] [PubMed]
[17] Webster, R. J., & Saucier, D. A. (2015). Demons Are Everywhere: The Effects of Belief in Pure Evil, Demonization, and Retribution on Punishing Criminal Perpetrators. Personality and Individual Differences, 74, 72-77.[CrossRef