The Research On The Structure Of Junior Middle Schoolstudents' Strategies Of Emotion Regulation And The Relation Among It,Parental Attachment And School Adjustment

The period of Junior middle school is an important time for individual mind to begin a transition from inmaturity to maturity.Violent emotional instability and mental conflict are all individual common characteristics in this period.When Junior middle school students are beset by emotions with the colorful, their ability to adjust and control them would have a long and far-reaching influence to the study and adaption and physical and psychological health. Undoubtedly, both the theoretical development of strategies of emotion regulation and the work of psychological counselling could benefit from the studies on the junior middle school in their strategies of emotion regulation and their mediating effect.On the basis of the literature review of previous studies, this dissertation identified four objectives:â‘ to construct the instruments for assessing strategies of emotion regulation for Junior middle school students;â‘¡to investigate the developmental characteristics of Junior middle school students in their strategies of emotion regulation;â‘¢to explore the mediating effect of strategies of emotion regulation between parental attachment and school adjustment.The dissertation adopted the methods of literature, interview, questionnaire methods. 10 teachers and 890 students were used as subjects."Inventory of Parent and Peer Attachment","School Social Behavior Scales"and"Strategies of Emotion Regulation Questionnaire"witch were self-constructed were used as instruments.Seven findings were obtained:(1) Junior middle school students'strategies of emotion regulation included positive and negative facets, and both had cognitive and behavior components. Junior middle school students'positive strategies of emotion regulation was formed with positive reappraisal, attentive shift and seeking help. Junior middle school students'negative strategies of emotion regulation was formed with catastrophizing, vent and depression and rumination.The theoretical model fitting of these questionnaires is good, and the reliability and validity both achieve psychometric requirements. So they can be regarded as the effective measuring tool to test Junior middle school students'strategies of emotion regulation.(2)There is significant gender difference in the following four dimensions: positive reappraisal, seeking help and catastrophizing and vent. Girls, as a whole, received more points in positive reappraisal,seeking help and vent, while boys more points in catastrophizing.(3) From the developing tendency, Junior middle school students'positive strategies of emotion regulation developed gradually with the grades'rising, and the negative strategies of emotion regulation have significant grade difference in the dimensions of catastrophizing, depression and rumination. From the developing tendency ,The grade two students got significantly less points than the others, and the increasing sped up from grade two to grade three.(4)The only-child, as a whole, received more points in depression, rumination and positive strategies of emotion regulation than the non-only-child.(5)There was a remarkable correlation between Junior middle school students'strategies of emotion regulation , parental attachment and school adjustment.(6) Junior middle school students'positive strategies of emotion regulation has a perfect mediating effect between the parental attachment and social competence, that is to say the parental attachment influences social competence perfectly through positive strategies of emotion regulation.(7) Junior middle school students'positive strategies of emotion regulation has a partly mediating effect between the parental attachment and antisocial behavior, that is to say, on the one hand, the parental attachment can directly influences antisocial behavior, on the other hand, indirectly through positive strategies of emotion regulation.(8) Junior middle school students'negative strategies of emotion regulation has a partly mediating effect between the parental attachment and antisocial behavior.Based on the preceding findings, general conclusion was given about four aspects:â‘ the structure of Junior middle school students'strategies of emotion regulation,â‘¡the development of Junior middle school students'strategies of emotion regulation and its sub-dimensionalities,â‘¢the mediating effect of strategies of emotion regulation between Parental Attachment and school adjustment,â‘£suggestions on cultivation about Junior middle school students'strategies of emotion regulation and parental attachment.