English Academic Emotional Regulation Strategy Of High School Students And Its Training

The dissertation adopted the methods of literature,interview, questionnaire, experiment methods and"English academic emotional regulation strategy of high school students Inventory", which was self-constructed to test 1319 students who were used as subjects.The positivistic portion of the dissertation includes three studies: in studyⅠ,the English academic emotional regulation strategy of high school students Inventory was Preliminary constructed and then proved according to measurement rules; In studyⅡ, used the compilation test tools of studyⅠto investigate the characteristic of high school students English academic emotional regulation strategy and how to predict English achievement; In StudyⅢ,on the basis of the studyⅡ,we selected the stronger predictor for English achievement and the lower level of using strategy dimension for strategic training and verified the effectiveness of strategic training.The following results were obtained:(1)The final scale of English academic emotional regulation strategies inventory included 4dimensions: positive cognitive,behavior efforts,help-seeking others and relax oneself strategies.The questionnaire had high reliability and validity.(2)High school students'English academic emotional regulation strategies were on a middle level except for help-seeking others strategy.There were significant differences between strategies except for positive cognitive and behavior efforts ,the relax oneself strategy was used in high level,but the help-seeking others strategy was not always used.(3)There was significant grade difference in the use of English academic emotional regulation strategies for high school students.Grade l was significantly higher than Grade 2 in the use of English academic emotional regulation strategy; Grade1 was higher than Grade3 in the use of strategy except for positive cognitive strategy.(4)There was significant difference in the use of positive cognitive,Behavior efforts and help- seeking others strategies of high school students from different genders,Girls were higher than boys;The only–child was higher than non -only -child in the use of help-seeking others and relaxing oneself strategies.;Town high school students was significantly higher than rural students in the use of help- seeking others and relaxing oneself strategies;Liberal arts students were significantly higher than Science students in the use of Behavior efforts strategy.(5)High school students'English academic emotional regulation strategies can significantly predict the English achievement,especially behavior efforts strategy.(6)There was significant difference in positive cognitive,behavior efforts, help-seeking others strategies and English academic emotional regulation strategies between control class and experimental classes after the training of positive cognitive,behavior efforts and help seeking others strategies.Experimental classes were higher than control class.After training three emotion regulation strategies,the English achievement of experiment class2 was significantly higher than that of control class.