儿童期虐待与高中生攻击行为：执行功能的关系

Childhood Abuse and Aggressive Behavior of Senior High School Students: The Relationship between Executive Function

摘要: 为了探讨高中生的虐待经历、执行功能与反应性、主动性攻击行为之间的关系以及其中的作用机制，采用儿童期虐待问卷、执行功能失常问卷和反应性–主动性攻击问卷，对532名高中生进行施测。结果表明：1) 儿童期虐待与执行功能、反应性攻击和主动性攻击均两两显著正相关；2) 执行功能在儿童期虐待与反应性、主动性攻击行为中起不同的中介作用。结论：儿童期虐待经历对高中生的反应性攻击、主动性攻击水平均有着显著的预测作用，执行功能在儿童期虐待与不同形式攻击间起不同的中介作用，可基于个体儿童期受虐待经历和执行功能能力进行干预以降低攻击水平。

Abstract: In order to explore the relationship between senior high school students’ abuse experience, executive function and reactive and proactive aggressive behavior, and its mechanism, 532 high school students were tested with the childhood abuse questionnaire, executive dysfunction questionnaire and reactive-proactive aggression questionnaire. The results showed that: 1) Childhood abuse was significantly positively correlated with executive dysfunction, reactive aggression and proactive aggression; 2) Executive function plays a different mediating role between childhood abuse and reactive and proactive aggression. Conclusions: Childhood abuse experience has a significant predictive effect on the level of reactive aggression and proactive aggression of high school students. Executive function plays a different mediating role between childhood abuse and different forms of aggression. Therefore, interventions to reduce levels of aggression can be based on an individual’s childhood abuse experience and executive functioning capacity.