中文摘要：

目的了解情绪管理能力对4-6年级小学生交往焦虑与攻击行为的影响。方法采用分层整群随机抽样法抽取蚌埠市四、五、六年级小学生进行问卷调查,内容为小学生一般情况、攻击行为量表（AQ）、情绪管理能力量表和交往焦虑量表（IAS）四个部分。采用偏相关和层次回归法分析三者之间的关系。结果攻击行为方面,男生攻击行为得分（72.74±18.09）高于女生（66.31±17.53）（P〈0.01）,五年级学生攻击行为得分（71.76±18.06）高于四年级（69.24±18.95）和六年级学生（68.40±17.19）（P〈0.05）。三者关系分析显示,控制性别、年级后,攻击行为与情绪管理能力呈负相关（r=-0.463,P〈0.01）,与交往焦虑呈正相关（r=0.229,P〈0.01）,情绪管理能力与交往焦虑呈负相关（r=-0.234,P〈0.01）;情绪管理能力在交往焦虑与攻击行为中起到部分中介和调节作用（P〈0.01）,中介作用占总效应的46.08%,而调节作用仅占总效应的3.5%。结论情绪管理能力在4-6年级小学生的交往焦虑与攻击行为之间起到部分中介作用,提高情绪管理能力,可以降低交往焦虑程度与减少攻击行为的发生。

英文摘要：

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）,andwere 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% and3. 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.