High School Perceived Self-efficacy For Affect Regulation And Family Function, The Relationship Between The School Of Interpersonal Environment

Perceived self-efficacy for affect regulation is the emotion regulation of domestic and international hot issues.Perceived self-efficacy for affect regulation is the individual's emotional state can effectively regulate their own level of confidence Within a certain range it can ease the tension and emotional self-regulation mechanism to maintain Existing research results confirm that Perceived self-efficacy for affect regulation not only enable the individual to respond effectively to stress, improve the quality of interpersonal relationships, improve subjective well-being, but also pro-social behavior, criminal behavior, depression, addictive behavior plays an important role in the regulation. Due to physiological maturation and social and family status changes lead to high school youth self-consciousness is a new and contradictory period of development, with highPerceived self-efficacy for affect regulation of young people get through this phase has important implications.Perceived self-efficacy for affect regulation research is still in a new starting point, the current research groups and only.graduate students.High school youth groups to fill research gaps and rich literature data, this study, Perceived self-efficacy for affect regulation scale, family cohesion and adaptability scales, teacher-student relationship and friendship quality questionnaire survey in Shijiazhuang City and the fifth in Huailai County High School Affiliated to Beijing Normal University survey of 604 students.Intended to understand Perceived self-efficacy for affect regulation questionnaire in the application of our high school students and high school students self-efficacy and emotional regulation characteristics of family functioning on emotion regulation self-efficacy, teacher-student relationship and the impact of peer relations and emotional adjustment Self-efficacy on the relationship between teacher-student relationship and peer influence.The results show that:(1) Perceived self-efficacy for affect regulation questionnaire has high reliability and construct validity for application in the high school group.(2) Perceived self-efficacy for affect regulation in gender, family origin, class leader or not and grade were significantly different (3) Family functioning and Perceived self-efficacy for affect regulation, teacher-student relationship, peer relationships was significantly related to emotion regulation self-efficacy and teacher-student relationship, peer relationships was significantly correlated.(4) The Family Cohesion on the Perceived self-efficacy for affect regulation, teacher-student relationship and peer relations predictive effect(5) Expression of positive emotions efficacy of teacher-student relationship and peer relations predictive effect(6) Emotion regulation is not self-efficacy relationships of family functioning and school plays an intermediary role...