Survey Of The Features Of Negative Emotions And Its Regulation Strategies On Junior High School Students

This paper adapted three questionnaires as instruments:“Negative Emotions andLife Event of High School Students Questionnaire”,“Emotional RegulationStrategies of High School Students Questionnaire” and “the SWB of AdolescentQuestionnaire”; The first two questionnaires was made by myself. Junior high school,grade two students from Daqing, Hei Longjiang province, were selected as subjectsand eventually,289valid questionnaires were recollected. Some conclusions aregained though data analyze as follows:1. Negative emotions high school students experience most are such as anxiety,inferiority, timidity, depression, isolation and jealousness; according to this survey, thetop five negative emotions, that is anxiety, inferiority, timidity, depression andjealousness, impose the greatest negative impacts on the study and life of Junior highschool students. Of all the life events that induce negative emotions, the mostimportant ones are related to classmates or friends. However, the level of theinfluence varies according to different emotions.2. The most popular emotion regulation strategies among Junior high schoolstudents are the following nine ones subsequently: confide, distraction, acceptance,avoidance, reproach, positive imagination, sobbing, and analyze. All the emotionregulation strategies were integrated into two diversions: positive regulation strategyand negative regulation strategy. Data analysis shows that junior high school studentsdon’t show any difference in adopting negative and positive regulation strategies atlarge. Compared to their counterparts in key high school, students in general highschool get significantly higher grades in negative strategy, while their grades inpositive strategy are very paralleled.3. The features of the subjective well-being of Junior high school students are asfollows: generally speaking, the level of subjective well-being of Junior high schoolstudents is relatively high. The grades of the sentiment component of the subjectivewell-being of the students in key high school is higher than that of students in generalhigh school.