A Study On The Relationship Between Juvenile Stress And Psychological Toughness And Emotion Regulation

Nowadays, the competitions are becoming harder and harder, and adolescents are also involved. As there is only one child in their family, they attend to have troubles in interrelationship, and can’t deal with it well, thus, they often feel lonely, frightened, and the hostility of others.With the thriving of Positive Psychology, people gradually realize that emotion is the key to success, so pay attention to the interne mechanisms of emotion contribute to adolescents’ emotion arrangement.Using the method of questionnaire survey, we chose650teenager students. The questionnaire included Adolescent Self-rating life Events check-list (ASLEC),The Resilience Scale for Chinese Adolescents(RSCA), The Emotion Regulation Scale(ERS) and The Positive and Negative Affect Scale(PANAS).There were600valid checklists after audited. After all the materials were reorganized and encoded, and all the data was quantified, we processed data with the methods of correlation analysis, regression analysis as such data processing methods. We also analyzed the difference of adolescents’ stress, resilience, emotion regulation types and emotions among class, gender, born, different origins. We drew the conclusions as follows:(1) The major sources of Teenager Students’stress were study stress, social stress and publishment. The differences of stress and factors among students in different gender, areas, classes and singleton and no singleton were all statistically significant.(2) From biggest to smallest, the score of Adolescents’Resilience’s five factors were arranged as follows: family support, help-seeking, affect control, goal planning and positive thinking. There were statistically significant differences of help-seeking in different gender and singleton and no singleton. There were statistically significant statistics differences of resilience between singleton and no singleton. There were significant differences of affect control and positive thinking in different classes.(3) Adolescents were preferred to Reappraisal. There were no significant differences of Reappraisal in different gender, and singleton and no-singleton, but significant differences in different classes. There were statistically significant differences of suppression in different gender, but no significant differences between singleton and no-singleton.(4) Adolescents were concerned with more positive emotion and less negative emotion. There were statistically significant differences of positive emotion in different gender, different areas and singleton and no-singleton. And significant differences of negative emotion in different classes.(5) Stress, resilience, emotion regulation strategies, and emotions (positive emotion and negative emotion) were correlated among each other.(6) The mediator effect test showed that reappraisal and resilience were mediators between stress and emotion. Reappraisal and resilience had complete mediating effect between stress and positive emotion, reappraisal and resilience had partly mediating effect between stress and negative emotion.