Daily Emotional Experience Of Early Adolescent Characteristics And Influencing Factors

The influence of Emotion and correlated variables (emotional experience, emotion adjustment, emotional intelligence and so on) infiltrate every aspect of individual development, and it has been one of important subjects of social development research to seeking for the development course of them. Surveying the change of early adolescent daily emotional experience can understand the development of emotion on average level. This research will take the early adolescence as subjects and collect the correlation data of early adolescent daily emotional experience development. The research results will provide a basis for better understanding of adolescent mental development and enrich relative theories of Development psychology and health psychology and provide some positive guidance to ensure adolescent emotional development and mental health.This study selected a sample of 286 fifth-through ninth-grade students in the Henan Wishi County. We attempt to investigate adolescent emotion experience's development characteristics by experience sampling method and study the factors that affect adolescent's emotion experience from academic pressures, parent-child relationships, peer relations. Results indicate:(1) There is grader difference on the development of daily emotional experience across early adolescence. Along with the grade growth, the negative emotion intensity increases, and eighth-grade student's negative experience in daily life must be highest. But, their positive emotional experience reported is higher than negative emotional experience in sum, so, their emotional experience's main keynote is the positive emotion.(2) Early adolescent daily emotional experience development is strongly related to gender. The positive emotion reported by boys is higher than girls, but there is no remarkable difference in the negative emotion.(3) From Monday to Sunday, both elementary student and middle-school student's emotional experience display the periodic change. Elementary students' positive emotion and the negative emotion present the remarkable uptrend on Saturday, and middle-school students' positive mood and the passive mood have the obvious downtrend on Sunday.(4) Academic pressures, peer relations teacher-student relationships significant effect adolescent negative emotion experience changes. And, the teacher-student relationships and peer relations may negative forecast adolescents' negative emotion experience, namely the worse the teacher-student relationships and peer relations are, the more negative emotion experiences. The academic pressure may to the forecast passive mood experience, that is to say with an increase of academic pressures, the negative emotion experience increase. (5) The father dimension of parent-child relationships-intimacy with the father, father-child conflict frequency and father-child conflict degree as well as the mother dimension-mother-child conflict degree and adolescents' negative emotion existence significant correlation. The father-child conflict degree may negative forecast their negative emotion experience, that is to say, the bigger father-child conflict degree is, the more children experience negative emotion will be.(6) The father dimension of parent-child relationships-intimacy with the father and father-child conflict degree and adolescents' positive emotion experience existence significant positive correlation and may positive forecast adolescents' positive emotion experience.