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Personality Traits, Emotional Regulation Self - Efficacy And High School Students' Life Satisfaction

Posted on:2016-12-23Degree:MasterType:Thesis
Country:ChinaCandidate:C YangFull Text:PDF
GTID:2207330470451454Subject:Education
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In recent years, regulatory emotional self-efficacy increasingly draws psychologicalscholars’ concern and attention. Regulatory emotional self-efficacy is a kind of self-confidencedegree to which the individual can effectively regulate their own emotional state. High schooleducation is the end of the nine year compulsory education and is also the preparation to enter auniversity. Students in grade one need to adapt to the new living and learning environment, andwhen they go up to grade two, they will face environmental changes again after the division ofliberal arts and science. Different students have different personality traits, therefore, students ofdifferent personality traits have different emotional experience when they face differentsituations. To a certain extent, different emotional experience will affect students’ life satisfaction.This research is aimed at deeply finding out the relationship among personality traits, regulatoryemotional self-efficacy and life satisfaction. Through exploring the effect mechanism of theregulatory emotion self-efficacy, this research attempts to help high school students to enhancepositive emotional experience and reduce the negative emotional experience, so as toimprove the young students’life satisfaction.This research uses the questionnaire survey method and three measuring tools: middlestudents five personality factors questionnaire, regulatory emotional self-efficacy scale (Chineserevised edition), and life satisfaction scale for adolescents. The research selects students in gradeone and two that are from a high school in Chengyang District of Qingdao City as the researchobject.400questionnaires were put out for the research, and396questionnaires were collected.The collected rate was99%,365questionnaires were valid, and the efficiency rate was92.2%.The research mainly draws the following conclusions:1. High school students’ regulatory emotional self-Efficacy is good on the whole, which hasthe following characteristics. Firstly, perceived self-efficacy in managing despondency/distress isrelatively high, and perceived self-efficacy in managing compunction/shame is low. Secondly,the perceived self-efficacy in expressing happiness/excitement and perceived self-efficacy inexpressing glory of girls are significantly higher than those of boys. That is to say, girls’perceived self-efficacy in expressing positive emotion is better than boys’. Thirdly, there issignificant grade difference in regulatory emotional self-efficacy. The regulatory emotionalself-efficacy of students in grade one is significantly higher than that of students in grade two.2. In terms of personality traits, there is significant difference in extraversion betweenstudents in grade one and students in grade two. Students in grade one show higher extraversion.3. In terms of life satisfaction, there is no significant gender difference. But there is a significant grade difference. The scores of students in grade one are higher than those of studentsin grade two in every dimension. There are significant differences in friendship satisfaction,academic satisfaction and school satisfaction.4. As for correlation analysis, except emotional stability and environmental satisfaction,there are correlations between other factors and total score, which reach significant level.Personality traits have certain predictive effect on regulatory emotional self-efficacy. Personalitytraits and regulatory emotional self-efficacy have also predictive effect on life satisfaction.5. Regulatory emotional self-efficacy plays a partial mediating role between personalitytraits and life satisfaction.
Keywords/Search Tags:regulatory emotional self-efficacy, personality traits, life satisfaction, high schoolstudents
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