Research On The Relationship Between Emotional Creativity, Regulation Emotional Self-efficacy And Resilience And Its Intervention

Resilience is positive adaptation for individual under the circumstances of life trauma,tragedy,disaster and other damage development potential.Good resilience can help junior high school students to solve the problems in the growth dilemma,in order to get a healthy physical and mental development.Emotional creativity is the ability of individuals to perceive other people’s emotions and express their emotions sincerely in innovative ways.For junior high school students,good emotional creativity can help them get more external support,which will become a protective factor of resilience and promote the healthy development of body and mind.Regulation emotional self-efficacy,as a confidence level of whether an individual can effectively manage his emotional state,can help junior high school students to repair trauma and improve resilience.Junior high school students are an important period for the development of adolescents.It is necessary to pay attention to the construction of junior high school students’ resilience,improve their emotional creativity,enhance their regulation emotional self-efficacy,and find effective intervention programs.The purpose of this study is to explore the intrinsic mechanism of emotional creativity on resilience explained by a model mediated by regulation emotion self-efficacy for junior high school students through questionnaires,and to provide reference for the positive intervention of emotional creativity and regulation emotional self-efficacy on resilience.Then,through the intervention research,the group sand-tray and sand-play intervention program is developed to explore the development points of emotion-related courses in school mental health education.Study 1 used Emotional Creativity Questionnaire,The Regulation Emotional Self-efficacy Scale and Adolescent Resilience Scale to conduct a questionnaire survey.Study 2 used group group sand-tray and sand-play therapy as the main intervention form to design two sets of intervention programs.Scheme 1: For emotional creativity,intervention was carried out in the intervention group 1;Scheme 2: According to emotional creativity and regulation emotional self-efficacy,intervention was carried out in the two groups.Independent T test,one-way ANOVA,multiple stepwise regression analysis and paired sample T test were used for data statistical analysis.The subjects were junior high school students.The subjects were from grade 1,2 and 3 of junior high school,whose ages ranged from 12 to 15 years,with an average age of 13.86 years.A total of 820 questionnaires were issued and 662 valid data were obtained,with an effective rate of 82.96%.In study 2,21 subjects were divided into intervention group 1,intervention group 2 and control group,7 in each group.Conclusion: 1.In terms of gender,female students are superior to male students in the stamina of emotional creativity,positive emotional regulation self-efficacy and resilience.Male students are superior to female students in the personal strength of emotional sincere expression,negative emotional regulation self-efficacy and resilience.In terms of age,the level of emotional creativity decreased with age and peaked at age 13.The positive emotional regulation self-efficacy increases with the grade growth,while the negative emotional regulation self-efficacy decreases progressively.2.The management of negative emotional regulation self-efficacy plays a partial mediation role between emotional creativity and resilience,with the mediating effect accounting for 20.8%.3.The training of emotional creativity and regulation emotional selfefficacy for junior high school students is conducive to improving resilience.4.Taking the sand-tray and sand-play as the main intervention means can well improve students’ emotional creativity and regulation emotional self-efficacy.