Objective: To explore the effect of emotion management ability on the social anxiety and aggressive behavior among 4 - 6 grade pupils.
Methods: The grade four, five and six pupils from Bengbu City were investigated using stratified cluster random sampling. The questionnaire contents included general condition, emotion management ability, aggressive behavior and social anxiety, and the relationships of which were analyzed using partial correlation and hierarchical regression method.
Results: The score of aggressive behavior in boys (72. 74 ± 18. 09) was higher than that in girls (66. 31 ± 17. 53) (P < 0. 01), and the aggressive behaviors in grade five students (71. 76 ± 18. 06) were higher than that in grade four (69. 24 ± 18. 95) and six students (68. 40 ± 17. 19) (P <0. 05). When gender and grade variables, the aggressive behaviors were negatively correlated with emotion management ability (r = - 0. 463, P < 0. 01) , and were positively correlated with social anxiety (r = 0. 229, P < 0. 01) , and the emotion management ability was negatively correlated with social anxiety ( r = - 0. 234, P < 0. 01). Emotion management ability played the mediation and regulation roles on the social anxiety and aggressive behavior (P < 0. 01), which accounting for 46. 08% and 3. 50% of the total effect, respectively
Conclusion: Emotion management ability can play the partial mediation role on the social anxiety and aggressive behavior in 4 - 6 grade pupils. Improving the emotion management abilities can reduce their social anxieties and aggressive behaviors.