Features Of High School Students' Cognitive Emotion Regulation Strategies And Their Relations With Depression

Emotion regulation strategy is a kind of mental skill which is necessary for everyone to adapt to social activity, and is involved in a wide range of biological, social, behavioral and cognitive processes, and cognitive emotion regulation strategy is defined as an individual's conscious cognitive efforts to achieve the emotion regulation goal. Discussing systematically the structure of high school students'cognitive emotion regulation strategies and their developmental features can supply theoretic foundation for their emotion health education.For high school students, depression is a common negative emotion. Social-cognitive theory about depression insists that cognitive factors determine the depressive level. Thus, discussing the relation between cognitive emotion regulation strategies and depression can supply a new therapy for depression.In this study, high school students in Jinan and Zhangqiu were implemented, and first, exploratory factor analysis and AMOS confirmatory factor analysis were used to revise cognitive emotion regulation questionnaire developed by Garnefski et al, by this, the structure of high school students'cognitive emotion regulation strategies was attained. Then, this cognitive emotion regulation revision was used as a primary research tool, and many statistical methods, such asχ2 test, multifactor analysis of variance, correlation analysis, regression analysis and t test, were applied to investigate the developmental features of high school students'cognitive emotion regulation strategies and their relation with depression.Findings are as follows:(1) There are seven kinds of cognitive emotion regulation strategies used by high school students, and the order of using them is in turn, from the most to the least, refocus on planning, positive reappraisal, acceptance, rumination, positive refocusing, other-blame and catastrophizing.(2) There are significant gender differences in catastrophizing, other-blame and acceptance, three of which boys use more than girls.(3) There are significant grade differences in positive reappraisal, rumination, other-blame, refocus on planning and acceptance, five of which senior high school students use more than junior high school ones, and as a whole, all of which increase with age growth.(4) Depression correlates positively with catastrophizing, rumination and other-blame, and negatively with positive reappraisal, positive refocusing and refocus on planning.(5) Catastrophizing and rumination can predict positively depression, and positive reappraisal and positive refocusing can predict negatively it.(6) For high school students whose depressive symptoms are different, there are significant differences in positive reappraisal, catastrophizing, positive refocusing, other-blame and acceptance: high school students with more depressive symptoms use more catastrophizing and fewer positive reappraisal, positive refocusing and refocus on planning.