Mood, Emotion Regulation, The Experimental Study Of Influence On Junior Middle School Students Mathematical Problem Solving

The theme that how emotion and emotion regulation affect problem solving has always attracted researchers attention both at home and abroad, around thatresearchers have done a large number of behavior and cognitive neuroscience researches, also made abundant achievements. For junior middle school students, their emotions are with strong and of volatility characteristics, their academic burden is heavy, the contradiction emotion regulation and academic achievement begins to highlight. This study selected in fractional simplification as research material, used4experiments to explore the suitable and effective ways of emotion regulation and how emotion and emotion regulation affect problem solving.Research One:Research on that which was the effective way of positive and negative emotion regulation for the junior students. There were two single factor experiments:in experiment one, implemented emotional regulation intervention under the positive emotional priming, single factor was emotion regulation which was divided into without regulation, revealing and rumination; Experiment two, implemented emotional regulation intervention under the negative emotional priming, single factor was emotion regulation which was divided into without regulation, expression suppression revealing and cognitive reappraisal.Research Two:Research on that whether neutral video affects mathematics problem solving for junior high school students or not. There was a2(neutral video:yes, no)×3(mathematics problem:easy,medium and difficult) multiple experiments. Video was the between group factor, while mathematics problem was the with-in group factor.Research Three:Research on that how emotion affected mathematics problem solving. There was a3(emotion:positive, neutral, negative)×3(mathematics problem:easy,medium and difficult) multiple experiments. Emotion was the between group factor, while mathematics problem was the with-in group factor.Research Four:Research on that how emotion regulation affected mathematics problem solving. In experiment one, there was3(emotion regulation:without regulation, revealing and rumination) X3(mathematics problem:easy, medium and difficult) multiple experiments, Emotion regulation was the between group factor, while mathematics problem was the with-in group factor. In experiment two, there was3(emotion regulation:without regulation, expression suppression revealing and cognitive reappraisal) X3(mathematics problem: easy,medium and difficult) multiple experiments, Emotion regulation was the between group factor, while mathematics problem was the with-in group factor.The results of the research were as follows. Result One:Rumination could effectively heighten junior middle school students’ happiness, interest and surprise, revealing played no regulatoryrole of junior middle school students’positive emotion; both expression suppression revealing and cognitive reappraisal could effectively weaken junior middle school students’sadness.Result Two:Video could not affect mathematics achievement for junior middle school students.Result Three:Positive and negative emotion had no significant effect on easy mathematical problem solving; for medium and difficult math problem solving, positive emotion priming group of junior middle school students were better than the negative emotion priming group and withoutemotion regulation group.Result Four:For easy,medium and difficult mathematics problem solving, when positive emotion priming, without emotion regulation group are better than the emotion regulation group; when negative emotion priming, without regulation group and emotion regulation group were not significant difference.