The Emotional Expression And Regulation Strategies Of Junior High School Students With Learning Difficulties

Students with learning difficulties is a special group within school. With the popularization and improvement of the compulsory education in the world, Research on students with learning difficulties moves gradually from the intellectual to the social aspects of a broader and more in-depth direction. As individuals, the personality and the social aspects of the students with learning difficulties are closely linked with the family, parental attitude on education. To fully examine the relationship between the two of them is a quite meaningful thing for schools, families and the society.This research is based on the analysis from a questionnaire survey to 62 students in Le Shan No.3 middle school on trait anxiety, emotional expression, and emotion regulation strategies, and also comparative analysis from the result of a test to 62 parents on implicit emotional attitude. Studying on the relationship of the above two aspects, to reveal the consequence of the emotion of students with learning difficulties and the implicit emotion of parents in all dimensions. In brief, conclusion by the survey and the analysis as below:1.Generally, the level of trait anxiety of middle school students with learning difficulties is higher than those without learning difficulty. Effect of subjective emotional experience is significant, but effect of gender and grade is not. 2.Middle school students with learning difficulties keep similar level of emotional state to those without learning difficulty. Effects of subjective emotional experience, gender, and grade are not obvious.3.The two emotional regulation strategies, emotional expression inhibition and re-evaluation, have not much difference between middle school students with learning difficulties and those without learning difficulty. Effects of subjective emotional experience, gender, and grade are not obvious. Students without learning difficulty, students with mathematics or language learning difficulty, and female students with learning difficulties have significant preference on the two emotional regulation strategies, which is re-evaluation for all of above.4.The trait anxiety, emotional expression, and emotion regulation strategies of students with learning difficulties are not significantly related to the implicit emotional attitude of parents in all dimensions.