The mediating effect of self-evaluation on boredom proneness and aggression in medical students

Objective To explore the relationship among boredom proneness, core self-evaluation and aggression in medical students and to provide clues and evidence for preventing aggression and their relevant interventions. Methods The Boredom Proneness Scale for College Students(C-BPQ), Chinese Version of Buss & Perry Aggression Questionnaire(AQ-CV)and Core Self-evaluations Scale were employed to investigate 1667 medical students in one medical university in Ningxia. Results There were significant differences between high and low boredom proneness groups in core self-evaluations, total aggression score and each factors (core self-evaluations: (29.67±5.10) vs (41.67±4.64), AQ-CV scores: (36.43±17.18) vs (17.58±12.45), physical aggression: (31.62±20.46) vs (17.02 ±15.28), verbal aggression: (37.44±19.03) vs (24.68±17.14), anger: (40.93±22.32) vs (18.85±16.86), hostility: (37.34±19.41) vs (14.86±13.57), self-aggression: (35.47 ±21.66) vs (13.57±14.28), all P<0.001). There were positive correlation among total score of boredom proneness, internal and external stimuli dimensions, total score of AQ-CV and each factors (P<0.001) and negative correlation between total score of boredom proneness and core self-evaluation(P<0.001). There were negative correlation among core self-evaluation score, AQ-CV scores and each factor(P<0.001). Regression analysis showed that boredom proneness and core self-evaluation could predict the aggression to a certain extent (P <0.01). Core self-evaluation played a mediating role between boredom proneness and aggression taking 48.25% proportion of the total effect of the mediation. Conclusion Boredom proneness is closely related to aggressive behavior. Core self-evaluation plays a mediating role between boredom proneness and aggression. Key words: Boredom Proneness; Core Self-evaluation; Aggression; Medical Student