Research On The Relations Among Pupils' Emotional Display Rules, Self-Respect And Peer Relations

The Emotional display rules is the important part of psychology of child development. Emotional display rules was classified as 3 parts: emotional regulation knowledge, goals and strategies. Emotional regulation knowledge is pointed to the discrepancy between the character's internal and external emotional expressions; goals refer to pupils'emotional development trends, including two types: self-protected goal and social orientation goal; strategies means which strategies pupils choose to follow their emotions,and there are four kinds of strategies: neutralizing, masking, weakening and exaggerating strategy.120 students were selected from Grade One,Three and Five in a primary school as objectives in the research. In study 1 I have examined the development of pupils'emotional display rules in different emotional situations,grades and gender by interviewing students one by one. Then I analyzed the relationship of pupils' emotional display rules and social behavior and peer relationship in study 2. There are major findings in the above studies.(1) The level of pupils'emotional display rules is increased with grade, gender and emotional situation types. At the same grade that of girls is higher than boys. The level of pupils'emotional display rules in the negative emotional situations is higher than in the positive emotional situations.(2) The development of emotional regulation knowledge has differences with grade, gender and emotional situations. Grade 5 is the highest and Grade 1 is the lowest. The scores of girls are higher than those of boys. The scores in the emotional regulation knowledge are higher in the positive emotional situations. (3) Pupils'emotional regulation goals include self-protected goals and social oriented goals. The social oriented goals are significantly different in grades. Grade 5 is the highest and Grade 1 is the lowest. In the negative emotional situations pupils prefer to choose self-protected goals,but in the positive emotional situations pupils prefer to choose social oriented goals.(4) Pupils choose more neutralizing strategy than any other strategies. The second is masking strategy. Neutralizing and masking strategies have differences in grades and they are increased with grades.(5) Pupils showing more self-affirmation and less self-denial in the self-respect and having higher peer acceptances have more emotional regulation knowledge. They also have higher social oriented goals and level of choosing emotional regulation strategies.(6) Pupils'emotional display rules are not directly significantly correlated to peer relation. Self-respect play an important intermediary role in the above two parts.