| Resilience refers to individuals still healthily and constructivelyadjusted after they experienced pressure，trauma, frustration, orother negative life events. It is the dynamic process in which lifeevents, such as pressure，stress, and so on, and protective factorsinteract at the same time. The concept of resilience is developedbased on researches of coping stresses. Before the 1950s, allstudies about disadvantaged children considered that adversity hasan absolutely and negative impact on children’s development. Butafter 1960s it was found that some children who exposed in highrisk situations got the same outcomes. The further study suggestedthat the competence of children’s coping stresses is relative ratherthan absolute，and it comes from the characteristic of individual，environment and interaction of the both side. The concept ofresilience elaborately described the relationship of individual andenvironment just as described above. Consequently，people beganto made their research design or system analysis on therelationship of children and environment and their interaction inanother perspective on the lay of multilevel，dynamic and interaction.At present，research on resilience is in the initial stage and thereis no analysis on correlation between resilience and cognitiveemotion regulation of high school students. According to exploringthe relationship between resilience and cognitive emotionregulation, we can ascertain how important the role of cognitiveemotion regulation on individual coping with stress and frustration,and it will further enrich the research content of resilience.In this study, the Chinese version of Healthy kids ResilienceAssessment(HKRA) amended by Hailei Li et al, the AdolescentSelf-Rating Life Events Cheek list(ASLEC) prepared by Xianchen Liuand the Cognitive Emotion Regulation Questionnaire(CERQ) areused to investigate for 603 students from two High Schools inChangzhi, Shanxi Province ,conclusions are achieved as follows:(1)In general, the quality of resilience is good for high schoolstudents. In psychological elastic total score, girls are significantlyhigher than the boy, and there are no significant differences ongrades.(2)In general, the life events of high school students causepsychological stress below moderate intensity. The pressure ofstudy, interpersonal relationship is the main negative life events. Ingeneral, high school students’ life events have no significant genderdifferences, but grade differences are significant.(3)In general, the negative and positive dimensions of cognitiveemotion regulation have no significant gender difference, but very significant grade differences in negative cognitive emotionalregulation.(4) The resilience of high school student is negatively correlatedto the life event. The life event and the negative cognitive emotionalregulation have significant correlation. Resilience shows a verysignificant positive correlation with positive-reappraisal andplanning , a significant positive correlation with positive-refocusingand self-blame, and a significant negative correlation withperspective, catastrophising and other-blame. Cognitive emotionregulation can be adjusted to the impact of life events on mentalflexibility. Planning，positive-reappraisal could significantly andpositively predict the resilience of high school students，whilecatastrophising, other-blame predict negatively. |
PDF Full Text Request