| 摘要: | 本研究之主要目的在瞭解當前國中學生攻擊行為及其相關因素的情況；比較不同背景變項之國中學生在衝動性格、刺激尋求、生氣情緒與攻擊行為上的差異情形；探究衝動性格、刺激尋求對生氣情緒、攻擊行為的預測作用；最後以結構方程模式驗證本研究模式中各主要變項間的關係。
本研究以中部地區之715位國中學生為研究對象，進行問卷調查研究，經施以「衝動性格量表」、「刺激尋求量表」、「生氣情緒量表」、「攻擊行為量表」等量表，所得的資料以描述性統計、t 檢定、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸、區別分析、結構方程模式進行統計方法處理。本研究主要發現如下：
一、男生比女生更具有專注性衝動傾向；女生在冒險尋求以及反社會抑制行為傾向高於男生；男生在生氣情緒的表現上，比女生更傾向於以向外生氣方式來發洩情緒；而男生較容易使用肢體或言語的攻擊行為方式。
二、三年級學生在機動性衝動、向外生氣、特質生氣、與間接攻擊分量表上的得分顯著高於一年級；而在反應生氣方面，三年級學生的得分明顯高於一、二年級學生。
三、衝動性格與刺激尋求量表各向度有顯著的典型相關；生氣狀態與生氣表達各向度亦存在顯著的典型相關。
四、衝動性格、刺激尋求分別對生氣情緒具有顯著的預測作用。其中機動性衝動、專注性衝動、認知不穩定性可正向預測學生之生氣情緒，而反社會抑制行為最能負向預測學生之生氣情緒。
五、衝動性格、刺激尋求、生氣情緒分別對攻擊行為具有顯著的預測作用。其中機動性衝動、專注性衝動、認知不穩定性能有效的正向預測學生之攻擊行為；厭煩感受性、反社會抑制行為能有效的負向預測學生之攻擊行為；而向外生氣、特質生氣、向內生氣、反應生氣能正向預測學生之攻擊行為，控制生氣則是負向預測學生之攻擊行為。
六、衝動性格、刺激尋求、生氣情緒等預測變項，可以有效的區分攻擊行為高、中、低三組。
七、本研究所建構之衝動性格、刺激尋求、生氣情緒、攻擊行為之結構方程模式之適配度獲得支持，並能有效解釋相關變項間的關聯性。
最後，根據文獻資料分析與主要研究結果發現，可供學校、教師、家長以及未來研究之參照。
The main purposes of this study were to explore the relationships among variables of impulsiveness, sensation seeking, anger emotion, and aggressive behaviors. This study examined the effects of difference background variables on the main variables. Moreover, this study explored impulsiveness, sensation seeking to predict anger emotion and aggression behaviors of junior high school students. Finally, this study tried to develop the structural equation model of aggressive behaviors and the other relevant variables.
Subjects of 715 junior high school students were evaluated by the instruments, including Impulsiveness Scale, Sensation Seeking Scale, Anger Emotion Scale, and Aggressive Behavior Scale. The statistical methods used to analyze the data were t-test, One-way ANOVA, Pearson Product-moment Correlation, Canonical Correlation, Multiple Regression, Discriminate Analysis, and Structural Equation Modeling. The main findings were as follows:
1.The male students had higher attentional impulsiveness; the female students had higher adventure seeking and disinhibition; the male students were tend to express anger out and used physical aggression.
2.The 3th graders had higher motor impulsiveness, anger out, anger state, and indirect aggression than the 1th graders. However, the 3th graders had higher anger reaction than the 1th and 2th graders.
3.There were significant canonical correlations between the two set variables of impulsiveness and sensation seeking. Anger state and anger expression had significantly canonical correlations.
4.Impulsiveness and sensation seeking could predict anger emotion. Motor impulsiveness, attentional impulsiveness, and cognition instability positively predicted anger emotion, but disinhibition negatively predicted anger emotion.
5.Impulsiveness, sensation seeking, and anger emotion could predict aggression behaviors. Motor impulsiveness, attentional impulsiveness, cognition instability, anger out, anger state, anger in and anger reaction positively predicted aggressive behaviors, but boredom susceptibility, disinhibition, and anger control negatively predicted.
6.Impulsiveness, sensation seeking, and anger emotion could significantly distinguish three groups of aggressive behaviors.
7.The theoretical model constructed in the study could explain the relationship among the main variables.
Finally, some suggestions for schools, teachers, parents, and further study were made according to the findings. |
