The study of aggression of the Russian and chinese students with different types of gender identity
The article is devoted to the examination of nature and psychological aggression of students in various cultural environments and with different types of gender identity. Both men and women took part in the study. Survey participants were students (Russia - 50 respondents and China - 47 respondents) at the age from 17 to 20 years, who underwent the main survey, and 79 out of them underwent an additional survey (83 %). To study individual-personal determinants of aggression the authors have used the sex-role inventory by S. Bem, Buss-Durkee Hostility Inventory, Raidas personality self-assessment technique by S.A. Budassi, the methodology of Moderator-Mediator Variable by Baron-Kenny, Likert scale, the theory of attribution and evaluation of emotions, methodology of Ch. Spielberger «State-Trait Anxiety Inventory», Eysenck Personality Inventory. It is established that individual determinants of aggression have a permanent, sustainable character. They include personal features, individual purposes and inclinations, emotional repertoire, gender identity, irritability, fear of social disapproval, hostility, race prejudices, and also genetic predisposition. The peculiarity of dynamics and quality of the flow of aggression is determined by certain behavioral phases, fixed in such patterns of behavior as assurance in aggression necessity, situational aggressive intentions, situational or delayed anger, rumination, delayed aggressive intentions. The aggression of the Chinese and Russian students differs according to some moments significantly: the level of common aggression in the Russian sampling of the test subjects is considerably higher than in Chinese. It is revealed that behavioral schemes of personality aggression, conditioned by gender specificity, depend on such categories as gender role, gender stereotype and gender schemes, according to which students build their own behavior, which may be defined by biological and inherited factors. The recommendations are formulated both for the Russian students, expressed in the necessity of strengthening self-esteem, self-control and reflexion of one’s own behavior, emotional repertoire, greater confidence to other people, and the Chinese students, for whom it is necessary to broaden one’s own circle of communication, work out hospitability and try not to focus on one’s own offences.