Investigation On The Situation And Related Factors Of Cognitive Emotion Regulation And Coping Style Of Nursing College Students

ObjectiveThe study was using the emotional psychological theories,to investigate and study the Nursing students of cognitive emotion regulation, understand the current characteristics of Nursing students'cognitive emotional regulation, in order to investigate the correlation between the impact of cognitive emotion regulation and the coping style factors,and for more effective implementation of care guidelines for Professional Nursing Teaching, provide a theoretical basis to the development of teaching plans and objectives.Methods1.Design questionnaire According to research purposes design the general questionnaire; The cognitive emotion regulation questionnaire of chinese (CERQ-C) includes nine cognitive coping strategies; The Coping Style Question(CSQ) designed by Xiao Jihua.2. Objectss Resarch objects were Nursing students from a Medical College school in Guangzhou.By limination stochastic sampling method, the grade was used as the level,the class was used as the unit,707persons were taken as the subjects of study by a extraction ration of 20%, they complete the questionnaires together.Among 707 questionnaires,682 questionnaires were effective reclamated and the effective rate was 96.5%.The investigation included 89male and 593 female,the average age was (21.22±1.25)years old.3.Data Handling and Statistics Analysis Analyze data using SPSS13.0,Perform descriptive statistics analysis such as t-test,variance analysis, linear correlation and multiple linear regression.Results1. The order of the cognitive emotion regulation of 682 Nursing Students' are:refocus on planning,positivereappraisal,acceptance,self-blame,positive, refocusing, rumination, putting into perspective, other-blame and catasrophizing.2.The nursing students'cognitive emotion regulations exist a gap in grade. Just as self-blame,acceptance,rumination,positive refocusing,refocus on planning,positive reappraisal have statistical significance, and the result is grade1> grade2>grade3/4. On the whole,the cognitive emotion regulation in grade factor of nursing students is statistically significant that is grade1>grade2> grade3/4(F=9.234, P<0.05); The different source of nursing student in self-blame and refocus on planning is statistically significant,that is village higher than country,but in catasrophizing country higher than city;The factor of self-blame on whether only child or not only child is statistically significant that is not-single child is higher than single child;The students in school and in hospital is statistically significant in self-blame, acceptance rumination refocus on planning and positive reappraisal,on these factors the school students are higher than hospital students, On the whole,the cognitive emotion regulation betweet school students and hospital students is statistically significant and the result is school students higher than hospital students(t=3.903,p<0.05);The student whether leaders or not is statistically significant on refocus on planning,that is student leaders higher than non-leaders.3.The nursing students'six coping styles'using priority is problem-solving, help-seeking, fantasy, avoidance, rationalization and self-accusation; Female students use more avoidance than male;The nursing students in different grades have discrepancy,in self-accusation and avoidance the result is grade2>grade3/4> grade1;In rationalization the hospital students higher than school students;In problem-solving the student leaders higher than non-leaders;The source of student and whether only child or not only child is not statistically significant in coping style.4.The emotional intelligence has significant correlation with the six coping styles. Problem-solving,self-accusation and fantasy have significant positive correlation with the cognitive emotion regulation (r=0.047-0.132,p<0.01) Problem-solving, fantasy,grade all the three variables can explain 5.8% of variability the cognitive emotion regulation of nusing students.Conclusion1.The overall trend of nursing students'cognitive emotion regulation is positive, but the development of various factors is unbalance.2.The nursing students' cognitive emotion regulation affected by many factors. The development in different grades and different levels is unbalance,higher grade students use less cognitive regulation of adaptive strategies than lower grade students. The development of different sex,different sources of students and whether only child or not only child is unbalance in cognitive emotion regulation, but have no difference in overall.3.The six coping style of nusing students are at the middle level, and when the students face the stress they tend to choose the "Problem-solving-help-seeking" type of mature coping styles. The Female nursing students use more avoidance than male. Nursing students in grade 2 use more self-accusation and avoidance than other grades.4. The cognitive emotion regulation have relationship to the six coping style. Problem-solving, fantasy, grade are the predictors of cognitive emotion regulation.