On The Emotion Regulation And It's Relation Ship With Cognitive Style And Attribution Style Of Junior Middle School Student

This research takes junior middle school students as the target aspect.By using the Group Embedded Figures Test (GEFT), Student Emotion Regulation Questionnaire and Multidimensional-multiattributional causality scale, This study tries to find out the relationship among junior students'cognitive styles, attributional style and emotion regulation styles,and how cognitive styles, attributional style influence the emotion regulation styles of relationship of junior students.In this study, cluster random sampling is used. Select Changsha, Xiangtan, and from three normal junior middle school classes as a unit with random cluster sample of 610 students tested for all groups questionnaire.549 valid questionnaires were received, the questionnaire was an efficient 90%, of which 242 boys,307 girls, including 198 who started the second year 191, third-year 160 people. Then, in the primaries were tested in randomly selected one of the junior who started the second year, third-year class of a total of 144 for the second test-Group Embedded Figures Test (GEFT), test scores will be ranked from low to high, high scores the first 27% of the 38 persons were identified as field-independence, low-post scoring 27% of the 38 persons were identified as field-dependent diabetes.The data are processed by the statistic software SPSS 11.5.The fellow conclusions are obtained by T-test,Multiple stepwise regression and Analysis of variance methods, The results found that:(1) The order of using eight emotion regulation types used by junior middle school students is:relax,emotion expression,cognitive coping, emotion displace,,seeking help of emotion, oppression,avoidance, and cry.(2)Emotion Regulation styles of junior school students there are significant gender differences, the way of avoid style there is significant main effect of grade, there is interaction of gender and grade on the crying way.(3)On the attribution approach, there are significant gender differences on the situation, luck of the academic attribution,in interpersonal dimensions due to the efforts there is significant gender differences; academic attribution and interpersonal attribution in capacity, situation and luck there is a remarkable grade main effect, which the significant differences between the Junior and the Second-year, the Second-year and junior three.(4)there are significant gender differences in the field-independent style,gender, grade, and the interaction of the difference was not significant in the field-dependent style.(5)There is no significant correlation between the Cognitive Style and Emotion Regulation styles, yet, There is significant correlation between the Cognitive Style and the academic attribution of the hard work and luck.(6)On the attribution style, the efforts and situations of the academic attribution, the efforts and ability of the interpersonal attribution can predict the role of emotion regulation styles.