Analyzing the effect of perceived discrimination on aggressive behavior in college students with disability using the chain mediation model.

To examine the relationship between perceived discrimination and aggressive behavior among college students with disabilities an, to investigate the chain-mediated effects of core self-evaluation and positive coping styles. Questionnaires were administered to 1057 college students with disabilities, utilizing the Perceived Discrimination Scale, Buss-Perry Aggression Questionnaire, Core self-evaluation Scale, and Trait Coping Style Questionnaire. Chained mediation effects and structural equation modeling were analyzed using SPSS 24.0 and AMOS 26.0. Perceived discrimination was positively associated with aggressive behavior (r = 0.512, p < 0.01); It was negatively associated with both core self-evaluation and positive coping styles (r = - 0.393, p < 0.01; r = - 0.529, p < 0.01); Aggressive behavior inversely related to core self-evaluation and positive coping styles (r = -0.496, p < 0.01; r = - 0.625, p < 0.01); Additionally, core self-evaluation was positively correlated with positive coping styles (r = 06.09, p < 0.01). Core self-evaluation and positive coping styles each partially mediated the association between perceived discrimination and aggressive behavior. Core self-evaluation and positive coping styles jointly mediated the association between perceived discrimination and aggressive behavior. These findings suggest that reducing aggressive behavior may be mitigated through multiple pathways, including perceived discrimination, strengthening core self-evaluation, and fostering positive coping styles. perceived discrimination directly influences aggressive behavior in college students with disabilities and also exerts an indirectly effect through both individual and sequential mediation by core self-evaluation and positive coping styles.