| In the early stages of their development, undergraduates are facing with numerous troubles and worries. They are pining to grow up quickly, but sometimes they don't know how to face the difficulties, frustrations and honors which they will encounter in the process of growth.The incidence of emotional problems among undergraduates is higher. Negative emotions have brought a lot of undesirable effects to undergraduates, which will affect their health and study. Negative emotions will result in abnormal emotions and self-occlusion, and even lead to abnormal senses and so on (Zeng Yuqin,2000).Since negative emotions will bring about many bad influences to undergraduates' studies, lives and psychologies, it is necessary to teach college students to control and change their negative emotions through emotion-regulation. In other words, they should take certain strategies and mechanisms to regulate their negative emotions, and finally achieve the desired goal-to regulate emotions.With the development of positive psychology, happiness and well-being have gradually become the focus problems of positive psychology. One of its vital assumptions is that a happy person must have psychological health at first.Hence, subjective well-being is regarded as the tradeoff between positive emotional experiences and negative emotional experiences from the aspect of mental health. If a student experiences more negative emotions than positive emotions, he will not feel happy. On the contrary, he will have some psychological problems. Therefore, it's necessary to approach the relationship between the regulation strategy of negative emotion and subjective well-being (SWB) on account of improving the mental health level of contemporary undergraduates.On the basis of literature review, open-end questionnaire, undergraduates' individual interview and experts' discussion, the author designed the primary questionnaire of Regulation Strategy of Undergraduates' Negative Emotion. After finishing the factor analysis of the primary questionnaire and investigating its reliability and validity, the author compiled the formal questionnaire. The author selects undergraduates as her subjects, and adopts the formal questionnaire as the research instrument. In this thesis, the author further studies the regulation strategies of undergraduates'negative emotion and demographic variable differences on subjective well-being, and the relationship between the regulation strategies of undergraduates' negative emotion and subjective well-being. The results of the study show that:1) The regulation strategies of negative emotion have multi-dimensional structure, which are seeking for support, cognitive regulation, depression, compensation, transfer, avoidance and abreaction respectively.2) There are differences of gender, grade, major, urban and rural on the regulation methods of undergraduates'negative emotions. Different genders have obvious differences on seeking for support, avoidance and dimension of abreaction. The female students who choose supportive and avoidable methods are significantly more than male ones, while more males choose abreaction than females. The students from different grades have significant difference on compensation and dimension of abreaction. More choices of "compensation and abreaction" method are found in freshmen than in junior students, while more sophomores choose compensation method than juniors. There are significant differences on dimension of depression between art and science learners. The art students who choose depression method are significantly more than science students. The students who come from different distribution of students'hometowns have remarkable difference on dimension of abreaction. Students coming from urban areas are easier to give vent to emotion than the students coming from rural areas.3) There are significantly gender differences on undergraduates' subjective well-being. The general subjective well-being of female students is obviously higher than male students, while there has no significant difference on undergraduates' subjective well-being among the students who have different grades, subjects and distributions of students' hometowns.4) Different regulation strategies of negative emotions can predict subjective well-being. The transfer, cognitive regulation, depression and abreaction of negative emotions'regulation strategies are interrelated to the subjective well-being, which will give a better prediction of the general subjective well-being. The cognitive regulation can positively predict well-being, while transfer and abreaction will make negative prediction of well-being. |
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