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首页> 外文期刊>Nursing research >An empirical test of alternate theories of anger in early adolescents.
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An empirical test of alternate theories of anger in early adolescents.

机译：对青少年早期愤怒理论的实证检验。

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BACKGROUND: Anger is an especially important phenomenon to understand in early adolescents. While many explanatory theories of state anger can be applied to early adolescents, few, if any, researchers have attempted to test these theories in this age group. OBJECTIVE: To test three theories explaining state anger vis-a-vis each other using hierarchical analysis of sets. METHOD: This was a theory-testing study with a complex correlational design. A total of 141 adolescents aged 12 to 14 years responded to the State Anger Scale and instruments measuring variables linked to stress theory (perceived stress and primary appraisal), differential emotion theory (depression and state anxiety), and trait theory (trait anger and hostility), that were randomly ordered across instrument packets. RESULTS: Using hierarchical analysis of sets, the results indicated that the sets of variables used to test all three theories explained a statistically significant proportion of variance in state anger when entered first in the analysis. Comparatively, the trait theory variables explained more variance in state anger when entered first (41%) in the analysis than did the emotion theory variables when entered first (31%) in the analysis or the stress theory variables when entered first (21%) in the analysis. CONCLUSIONS: The stress theory, the differential emotion theory, and the trait theory all provided theoretically sound and relevant explanations of state anger for early adolescents. However, the trait theory provided the most powerful explanation.
机译：背景：愤怒是在青少年早期特别重要的现象。尽管许多关于国家愤怒的解释性理论可以应用于青少年，但很少有研究者尝试在这个年龄段中测试这些理论。目的：使用集合的层次分析，检验三种解释状态愤怒的理论。方法：这是一项具有复杂相关设计的理论测试研究。总共141名12至14岁的青少年对国家愤怒量表和仪器进行了测量，这些仪器测量与压力理论（感知到的压力和初次评估），差异情感理论（抑郁和状态焦虑）和特质理论（特质愤怒和敌意）相关的变量），在整个乐器数据包中随机排序。结果：使用集合的层次分析，结果表明，用于检验所有三个理论的变量集解释了在分析中首先输入状态愤怒的统计显着比例。相比之下，特质理论变量在分析中首先输入状态愤怒（41％）比在分析中首先输入情绪理论变量（31％）或首先输入压力理论变量更能解释状态愤怒的变化（21％）在分析中。结论：压力理论，差异情感理论和特质理论都为早期青少年的国家愤怒提供了理论上合理且相关的解释。但是，特质理论提供了最有力的解释。

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