Influence Of Psychological Anticipation And Cognitive Reappraisal On Emotional Experience Of Junior School Students With Different Anxiety Levels And Educational Enlightenment

Emotion regulation is an important topic in the field of emotional psychology.Emotion regulation is a process in which individuals regulate their emotional experience and expression in order to better adapt to the environment.In recent years,more and more researchers pay attention to pre-emotion regulation.Psychological expectation is a process of psychological processing in advance.Individuals are prepared in advance before negative stimuli are exposed in order to effectively reduce the emotional harm caused by negative events.But anxious individuals may lead to activation of mood-related neural circuits at the expected stage,leading to overexpectation of future uncertain events.Cognitive reappraisal can overcome the negative emotional effects of anxiety individuals in the process of emotion regulation and eliminate their emotional coping styles.Studies have shown that the application of cognitive reappraisal strategy in the emotional expectation stage can also promote the successful use of the strategy and give full play to the pre-expected emotional adjustment advantage(Denny et al.,2014).Therefore,this study investigates the effect of psychological expectation on negative emotional experience of junior high school students with different anxiety levels and the mitigation effect of cognitive reappraisal on negative emotional experience of junior high school students with anxiety in the expected stage through two experiments,and puts forward corresponding educational enlightenment.Experiment 1 investigated the effect of psychological expectation on negative emotional experience of junior high school students with different anxiety levels by using the classical cue-target paradigm.The subjects were divided into anxiety group and non-anxiety group by Self-rating Anxiety Scale.Both groups scored the negative emotional experience of the target image under the conditions of expected and unexpected.Finally,the subjective emotional experience scores of the two groups were recorded.The results show that psychological expectation can effectively regulate the negative emotional experience of junior high school students in the non-anxiety group,but the moderating effect on the anxiety group is not obvious.In addition,the results of emotion regulation questionnaire showed that the average score of cognitive reappraisal factor in the non-anxiety group was significantly higher than that in the anxiety group,and the average score of expression inhibitory factor in the anxiety group was significantly higher than that in the non-anxiety group.Cognitive reappraisal was negatively correlated with anxiety level.Experiment 2 based on Experiment 1,examined the effect of cognitive reappraisal on anxious junior high school students’ negative emotional experiences in the presence of anticipation condition.The selected anxiety junior high school students were randomly divided into cognitive reappraisal group and control group.By manipulating the cognitive style of the expected target picture,the difference of subjective emotional experience score between the two groups was compared.The results showed that the negative emotion score of the cognitive reappraisal group was significantly lower than that of the control group,which indicated that cognitive reappraisal could effectively reduce the negative emotion experience of anxiety junior high school students under the expected conditions.Conclusions:(1)Psychological expectation can effectively reduce the negative emotional experience of non-anxiety junior middle school students,but it has no obvious effect on anxiety junior middle school students.(2)In the use of emotional strategies,there are significant differences between anxiety group and non-anxiety group,and cognitive reappraisal is negatively correlated with anxiety level.(3)The use of cognitive reappraisal in the expected stage can more effectively reduce the negative emotional experience of anxiety junior high school students.Based on the above experimental results,the following educational insights are proposed:(1)pay attention to emotions and do emotion prevention;(2)pay attention to prior perceptions and anticipatory strategies;(3)learn cognitive reappraisal and advocate a combination of anticipation and cognitive reappraisal.