The Structure And Relevant Research On The Cognitive Emotion Regulation Strategies Of Junior High School Students

Emotion regulation refers to the broad category of'all the extrinsic and intrinsic processes responsible for monitoring,evaluating and modifying emotional reactions, especially their intensive and temporal features, to accomplish one's goals'. Generally speaking,emotion regulation is critical in initiating, motivating, and organizing adaptive behaviour, and in preventing stressful levels of negative emotions and maladaptive behaviour.Cognitive emotion regulation refers to the conscious, cognitive way of handling the intake of emotionally arousing information.Cognitive emotion regulation is widely assumed to be an important issue with regard to mental health.In our study,we had discussed systematically the structure and developmental features of the cognitive emotion regulation strategies for junior high school students,which would supply theoretic foundation for junior high school students'emotion health education.Children's Perception of Interparental Conflict Scale, Center for Epidemologic Studies Depression Scale ,Self-Rating Anxiety Scale and Self-established Cognitive Emotion Regulation Questionnaire for Junior High School Students were used in this study in order to explore the relationship among cognitive emotion regulation, interparental conflict, depression and anxiety.After analysing the data collected from 635 junior high school students, conclusions were achieved as follows:(1) In the study a new questionnaire(Cognitive Emotion Regulation Questionnaire for Junior High School Students,CERQ-JHSS) had been constructed,measuring four cognitive strategies of emotion regulation: Rational thinking; Responsibility cognition; Positive refocusing and Taking it as reasonable.The questionnaire had good reliability and validity in this sample,and therefore was considered a valuable and reliable tool in the study of measuring cognitive emotion regulation strategies of junior high school students.(2) Demographic differences for total scores of CERQ-JHSS and its 4 cognitive strategies had been tested, significant gender differences were found in Rational thinking,girls reported to use more often than boys.And there were significant grade differences in Responsibility cognition. It has been found that scores of Responsibility cognition increased with grade, students in grade 3 scored the highest, while those in grade 1 scored the lowest.(3) Significant negative correlattions were found between interparental conflict and cognitive emotion regulation strategies, cognitive emotion regulation strategies and depression, cognitive emotion regulation strategies and anxiety. Interparental conflict and depression had significant positive correlattion. Significant correlattion between interparental conflict and anxiety were positive.(4) Both interparental conflict and cognitive emotion regulation strategies can predict depression and anxiety.Some cognitive emotion regulation strategies partly mediated the association between interparental conflict and anxiety, while some other cognitive emotion regulation strategies partly mediated the association between interparental conflict and depression.