Emotion Regulation Of The Primary And Junior High School Students In The Fear Situation Of School

Emotion regulation is a process that individuals influenced themselves subjective experiences, expression behavior and physiological reaction with some emotion regulation types. Emotion regulation is one of importance characters in the lives. It had importance influence to the social behaviors, peer relations, social adaptation and psychological health of the children and youngster. As a core of negative emotion, fear had intimate relations with the development of depression and anxiety. Because there were a mass of tests in the school and many teachers used many of impertinence teaching ways, there were much fear in the students, with which seriously imposed on students' school adaptation.The study investigated the basic status of emotion regulation and the difference among different personality characters in using emotion regulation types for the primary and junior high school students in the situation of fear in JiNan and WeiFang. The study developed a Fear Emotion Regulation Questionnaire based on literature summary and open questionnaire. It can be used to measure emotion regulation types in the primary and junior high school and acquired the general status of emotion regulation types; and we also compare different personality types students to find the difference in use emotion regulation types.The results suggested: (1) Through the questionnaire, we divided the emotion regulation of the primary and junior high school students into five types: solve problems, evaluate neglect, evaluate recognition, suppression, divert attention. The order of use five types from high to low was: solve problem, suppression, divert attention, evaluate neglect, evaluate recognition;(2) There was significant sexual difference in the evaluate neglect, evaluate recognition, divert attention, and females used more often than males;(3) There was significant grade difference in the evaluate neglect, evaluate recognition, suppression, divert attention. The students of higher grade used more often.(4) There was significant positive correlations between the levelof extroversion and the use frequency of solve problem, evaluate neglect, divert attention, but the correlation was negative between the level of extraversion and suppression; There was significant positive correlations between the level of neuroticism and the use frequency of evaluate neglect, evaluate neglect, suppression, divert attention, but the correlation was negative between the level of neuroticism and the use frequency of solve problem;(5) The level of extraversion had important predictive effect to the use frequency of solve problem and divert attention; the level of neuroticism of individual had importance predict effect to the use frequency of evaluate neglect, evaluate recognition and suppression;(6) There are significant difference in the five emotion regulation types between the high and low level neuroticism. The high level neuroticism individuals used fewer " solve problem" , and used more other four emotion regulation types.(7) There are significant difference in the four emotion regulation types between high and the low level of extroversion. The four emotion regulation types were solve problem, evaluate neglect, suppression, divert attention.