CAJ | 학술논문

目的：探讨大学生攻击行为的现状，为大学生心理卫生干预提供参考。方法采用攻击行为问卷（AQ），按照分层抽样的方法，在某医学院校大一、大二、大三3个年级分别随机抽取13个班级的学生进行攻击行为现状调查，共发放调查问卷1105份，回收有效问卷983份。结果被调查的所有大学生均呈现出一定程度的攻击倾向，且83.93%（825/983）的大学生表现出中度及以上的攻击行为；在不同攻击维度、中度及以上攻击倾向的大学生中，选择言语攻击的大学生88.61%（871/983），选择身体攻击的大学生59.61%（586/983）；大学生攻击行为总均分和各个维度的性别、年级比较，差异均有统计学意义（P<0.05），而在专业方面也存在差异，但无统计学意义，尚需进一步研究。结论性别、年级是大学生攻击性的有效预测变量，对大学生攻击行为的干预应结合性别和年级系统地进行。
목적：탐토대학생공격행위적현상，위대학생심리위생간예제공삼고。방법채용공격행위문권（AQ），안조분층추양적방법，재모의학원교대일、대이、대삼3개년급분별수궤추취13개반급적학생진행공격행위현상조사，공발방조사문권1105빈，회수유효문권983빈。결과피조사적소유대학생균정현출일정정도적공격경향，차83.93%（825/983）적대학생표현출중도급이상적공격행위；재불동공격유도、중도급이상공격경향적대학생중，선택언어공격적대학생88.61%（871/983），선택신체공격적대학생59.61%（586/983）；대학생공격행위총균분화각개유도적성별、년급비교，차이균유통계학의의（P<0.05），이재전업방면야존재차이，단무통계학의의，상수진일보연구。결론성별、년급시대학생공격성적유효예측변량，대대학생공격행위적간예응결합성별화년급계통지진행。
Objective To explore the current situation of aggressive behavior among undergraduates ,in order to provide reference for college students′psychological health intervention. A total of 1 105 questionnaires were issued ,and 983 effective questionnaires were returnet. Methods Aggressive behavior questionnaire (AQ) was adopted among students from 13 classes in three years of freshmen,sophomore and junior in a medical college to investigate the current status of aggressive behavior by strat-ified sampling. Results All the students in this survey had a certain degree of aggression,and 83.93%(825/983) of the students showed aggressive behavior of medium level and above;among college students with different attack dimension or midium-level a-gression and above,the students chose verbal aggression accounted for 88.61%(871/983),and the students with physical aggres-sion account for 59.61%(589/983);there were gender differences and grade differences of college students′aggressive behavior on the total average and dimensionality with statistical significance (P<0.05),and it still had to make further study of whether there were major differences. Conclusion Gender and grade are predictive variables of aggressive behavior ,so the intervention of ag-gressive behavior should combine gender and grade systematically.