Subjects: Psychology >> Social Psychology submitted time 2023-07-21
Abstract： As a kind of negative social behavior, aggression not only brings harm to others, but also disturbs social harmony and order and threatens public security. Numerous studies have discussed the inducing factors of aggression, among which social exclusion has been widely concerned as a strong predictor. However, the studies about the association between social exclusion and aggression have shown mixed results. Theoretically, there are two main arguments about the relationship between social exclusion and aggression. The general aggression model suggests that social exclusion triggers negative emotions, hostile cognition, or a high level of physiological arousal, which leads to aggression. While the emotional numbness hypothesis argued that social exclusion causes individuals to be a state of physiological or emotional numbness, which avoids the occurrence of aggressive behaviour. Empirically, the effect sizes of this relationship reported in the existing literature were far from consistent, with r values ranging from -0.02 to 0.74. Therefore, this meta-analysis was conducted to clarify the strength of the relationship between social exclusion and aggression and reveal possible moderators.
Through literature retrieval, 92 studies (99 independent effect sizes, a total of 65564 subjects) met the inclusion criteria were selected. A random-effects model was selected to conduct the meta-analysis in Comprehensive Meta-Analysis 3.3 software, aiming at testing our hypotheses. The results of heterogeneity test illustrated that there was significant heterogeneity among 99 independent effects, indicating that the random effect model is suitable for subsequent meta-analysis. Based on the funnel chart and Egger’s regression test of intercept, no significant publication bias was found in the included studies.
The main effect analysis indicated a significant positive correlation between social exclusion and aggression (r = 0.38, 95% CI [0.34, 0.41]); The moderation analyses revealed that the relationship between social exclusion and aggression was moderated by age, research methods, aggression types (reactive aggression vs. proactive aggression), social exclusion and aggression measurement tools, and research design (cross-sectional study vs. longitudinal study), but not by individualism index and gender.
The results of this meta-analysis can clarify the controversy of the correlation between social exclusion and aggression, indicating that excluded individuals are often accompanied by the increase of aggression level. Future research are encouraged to strengthen the prevention and intervention of aggressive behavior caused by social exclusion among low-age groups, especially preschool children and primary school students.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In recent years, the age of mental health problems shows a descending trend. Primary school students, as a special group in the critical stage of personal growth, are experiencing increased mental health problems that has caught wide attention from society. If the mental health problems of primary school students are not screened, prevented, and intervened in time, they may develop into lifelong mental diseases, which are difficult to redress and treat. Hence, as the basic premise of improving mental health, it is particularly important to find out the prevalence of pupils' mental health problems, so as to understand their real mental health status, and make targeted detection and intervention in the future. However, the prevalence of primary school students' mental health problems described in literature shows inconsistent results, and the prevalence varied greatly, which has brought confusion to mental health educators and workers. Although some researchers tried to use meta-analysis to quantitatively integrate the existing research findings, avoid the influence of biased samples, demographic characteristics, and other factors, and attempt to explore the detection rate of primary school students’ mental health problems objectively and accurately, there were still some deficiencies. Firstly, it only revealed the prevalence of some mental health problems, and did not cover more comprehensive mental health problems. Secondly, it did not specifically analyze the mental health problems in recent 10 years. Finally, the inclusion and discussion of regulatory variables were not specific enough. Therefore, based on the research results in recent 10 years, it is necessary to integrate the prevalence of primary school students' mental health problems and explore its influencing factors by using meta-analysis method. In order to clarify the debate on the different prevalence of primary school students' mental health problems, we analyzed and estimated the detection rate of primary school students' mental health problems in mainland China from 2010 to 2020 and investigated its moderation effects. The meta-analysis technology was used to retrieve the research on anxiety, depression, somatization, withdrawal, sleep problems, aggressive and discipline behaviors in Chinese National Knowledge Infrastructure database and Web of Science core collection database from 2010 to 2020. Finally, a total of 101 research and 289396 primary school students were obtained: 9 articles about anxiety, 34 articles about depression, 12 articles about somatization, 10 articles about withdrawal, 11 articles about sleep problems, 13 articles about aggressive behavior, and 12 articles about disciplinary behavior. The software Comprehensive Meta-Analysis Version 3.3 and the random effect model was selected for analysis.The results showed that (1) The prevalence of mental health problems in primary school students from high to low were sleep problems (25.2%, 95%CI = [0.16, 0.37]), depression (14.6%, 95%CI = [0.12, 0.18]), anxiety (12.3%, 95%CI = [0.06, 0.23]), aggressive behavior (4.1%, 95%CI = [0.02, 0.10]), withdrawal (3.8%, 95%CI = [0.02, 0.06]), disciplinary behavior (3.7%, 95%CI = [0.02, 0.07]) and somatization (3.6%, 95%CI = [0.02, 0.07]); (2) Measurement tools, measurement standards and detection period were the key factors causing the fluctuation of prevalence of mental health problems among primary school students in China. Generally speaking, the overall mental health status of primary school students in China is acceptable except that the prevalence of sleep problems, depression and anxiety are high. In the future, we should develop mental health assessment tools and detection standards suitable for Chinese primary school students to provide support for the prevention and accurate intervention of mental health problems.
Subjects: Psychology >> Psychological Measurement submitted time 2022-01-05
Abstract： The prevalence of mental health problems of primary school students in China were different. In order to integrate the survey results and analyze the causes, meta-analysis was used to synthesize the relevant studies in recent ten years from 2010 to 2020 (101 articles, 289396 subjects). The results showed that: (1) The prevalence of mental health problems in primary school students from high to low were sleep problems (25.2%, 95%CI = [0.160, 0.373]), depression (14.6%, 95%CI = [0.120, 0.175]), anxiety (12.3%, 95%CI = [0.063, 0.227]), aggressive behavior (4.1%, 95%CI = [0.017, 0.099]), withdrawal (3.8%, 95%CI = [0.023, 0.062]), disciplinary behavior (3.7%, 95%CI = [0.018, 0.073]) and somatization (3.6%, 95%CI = [0.017, 0.073]). (2) Measurement tools, measurement standards and detection period were the key factors causing the fluctuation of prevalence of mental health problems among primary school students in China. Generally speaking, the overall mental health status of primary school students in China is acceptable except that the prevalence of sleep problems, depression and anxiety are high. In the future, we should develop mental health assessment tools and detection standards suitable for Chinese primary school students to provide support for the prevention and accurate intervention of mental health problems.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Social Psychology submitted time 2018-12-16
Abstract： Meta-stereotype threat refers to an unbalanced cognition state when a person’s negative beliefs regarding the stereotype that out-group members hold about their own group are activated. Previous research has shown that the activation of negative meta-stereotype contributes to social behavior, but the mechanism of the meta-stereotype threat effects on aggressive behavior remains unclear. Moreover, compared with dominant groups, migrant children are more susceptible to meta-stereotype. However, the influence of negative meta-stereotype on migrant children’s aggressive behavior has not been thoroughly investigated. Therefore, the current study aimed to explore the meta-stereotype threat effects on aggressive behavior among migrant children, and the mediated role of the frustration between meta-stereotype threat and aggressive behavior. Finally, we attempted to use imagined intergroup contact to intervene frustration in order to relieve the negative effects of meta-stereotype threat. As an exploratory study, 60 migrant children participated in study 1. Participants were instructed to write adjectives to arouse negative meta-stereotype or not according to different instructions. Then, participants were assigned to complete the distribution of balsam pear juice which represented aggressive behavior against local children. The study 2 was improved on the basis of study 1. This study was organized into a 2 (meta-stereotype threat condition: activate meta-stereotype threat or not) ×2(attacked aim: local children and migrant children) mixed design. A total of 60 migrant children participated in study 2. After writing adjectives based on different instructions, participants were assigned to complete a test to make sure meta-stereotype was evoked. Then the frustration questionnaire and the balsam pear juice task against local children and migrant children were completed and measured. Study 3 was organized into a 3(type of imagination: imagined intergroup contact, imagined scenery and non-imagination) ×2(attacked aim: local children and migrant children) mixed design. Firstly, 95 migrant children were asked to arouse meta-stereotype and complete the meta-stereotype test. Next, the non-imagination group completed frustration questionnaire and the balsam pear juice task directly, while the migrant children of imagined intergroup contact group imagined the positive interaction with local children, and imagined scenery group imagined the outdoor scenery. After that, the two groups completed frustration questionnaire and the balsam pear juice task. T test, ANOVA and mediation analysis were used to analyze all data. The following results were observed: (1) The frustration and aggressive behavior under the meta-stereotype threat (MST) condition was higher than the non-MST condition. (2) The relationship between the meta-stereotype threat and the aggressive behavior against local children was partly mediated by the frustration. (3) The mediated role of frustration was further supported by the results of study 3. Imagined intergroup contact could reduce the aggressive behavior against local children by controlling frustration. In sum, the results proved that the effects of meta-stereotype threat on frustration among migrant children contributed to the explanation of the increase of aggressive behavior against local children. "
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