Objective: To explore the relationship between aggressive behavior and emotional management of middle school students. Methods: A total of 1 046 middle and high school students in Bengbu were randomly selected by cluster sampling. Information was collected through the Children s Emotion Management Scales and Buss & Perry Aggression Questionnaire. Results: The scores of emotional management of male students (11.74±2.25, 9.29±1.98) were higher than that of female students(11.19±2.11, 8.76±1.95)( t =4.06, 4.29, P <0.01), and the scores of anger management of grade 8 students (8.55±2.13) were lower than that of grade 9, grade 10 and grade 11 students(9.21±2.06, 9.14±1.73, 9.16±1.85)( F=3.53, P <0.01). The score on anger (18.42± 5.71 ) was high among male students (16.32±5.06) ( t=6.27, P <0.01) and the total score (78.48±16.39) was high among female students(75.78±17.79)( t=-2.55, P <0.01). The aggression level in grade 8 students (82.09±19.21) was significantly higher than grade 9, grade 10 and grade 11 students(76.57±16.83, 75.05±15.34, 74.42±13.09)( H=25.16, P <0.01). The results of correlation analysis showed that sadness management was negatively correlated with physical aggression, angry behavior, hostility and aggressive behavior( r=-0.10, -0.18, -0.08, -0.12, P <0.01), anger management was negatively correlated with physical aggression, verbal aggression, anger, hostility, and aggressive behavior( r=-0.25, -0.09, -0.36, -0.15, -0.29, P <0.05). Regression analysis showed, anger management was negatively associated with aggressive behaviors in both boys( B=-2.48, 95%CI =-3.17- -1.79 ) and girls( B=-2.93, 95%CI =-3.67--2.20), sadness management was negatively associated with girl s hostility( B= -0.26 , 95%CI =-0.54-0.01)( P <0.01). Conclusion Higher level of emotional management, less aggressive behavior. Emotional management improvement among middle school students can effectively prevent and reduce the occurrence of aggressive behavior.