Asian Journal of Counselling



學童攻擊行為的種類與發展上的差異

2010.第17卷第1及2期(Vol. 17 Nos. 1 & 2).pp. 1–22
 

學童攻擊行為的種類與發展上的差異

Different Developmental Trajectories for Two Forms of Student Aggression

馮麗姝(Annis Lai-Chu FUNG)

摘要

過去,不少學者對反應型及操控型攻擊性的分類以及其在性別和年齡的發展上都持有不同觀點。本研究是首個就這兩類攻擊行為在香港進行的橫斷面研究,受試者為5,615名11–15歲學童。從驗證性因素分析-模型擬合指數顯示,雙因素模型所有的指數和單因素模型的指數有顯著差異,因此前者較後者能更好地解釋攻擊行為。男性的操控型攻擊性與其年齡有顯著的正相關。相反,反應型攻擊性與性別並無顯著關係,只隨年齡增長有少許增加。結果顯示,反應型及操控型攻擊性有顯著的差異。

Abstract

This is a pioneer study on the developmental trajectories of proactive and reactive aggression in Hong Kong. Previous studies have questioned whether proactive and reactive aggression can be meaningfully distinguished, and whether there are clear gender or age differences in these two forms of aggression. This cross-sectional study tests the hypothesis that proactive and reactive aggression differ across ages, that males in particular will show higher levels of proactive aggression, and that a two-factor (reactive-proactive) model of aggression provides a better fit to the data than a one-factor (general) model. The Reactive-Proactive Questionnaire was administered to 5,615 male and female schoolchildren of 11–15 years old. Confirmatory factor analysis demonstrated that the two-factor model was a significantly better fit than the one-factor model. Proactive aggression increased significantly with age in males but not in females, whereas reactive aggression showed no gender difference and only a minimal age increase. Results challenge the notion that reactive and proactive aggression are indistinguishable forms of aggression and instead suggest the presence of meaningful differences between these aggression forms.