College Students Emotional Flexibility And Social Support, Self-efficacy, The Relationship Between Coping Styles

Emotional resilience which is a very common emotional competence in daily life refers to the ability that the human body to maintain positive emotions in the face of negative emotional stimuli, and the human body can quickly realize that the negative emotional reasons from negative emotional resilience. Emotional resilience is very important to individual’s coping with negative emotions and enhancing the ability to adapt to the environment. Undergraduates as a special group of college students, in the current increasingly intense employment competition condition, they are suffer from even greater pressure and setbacks in learning, life and other aspects, experiencing a more diverse negative emotions, therefore, exploring the developmental characteristic and the rule of their emotional resilience, analyzing the reasons to influence emotional resilience, has a positive value to guide and maintain the psychological health of undergraduates. The research on undergraduates as the object of study, to have emotional resilience theory and its research results as the basis, establishes the structural dimensions of emotional resilience, writing "undergraduates’emotional resilience questionnaire", using confirmatory factor analysis on undergraduates emotional resilience validity. As a tool, to further study the undergraduates’ emotional resilience developmental characteristic, analyzed undergraduates emotional resilience and coping style, self-efficacy and social support relationship, and how to improve the undergraduates emotional resilience puts forward some educational suggestions. The results of this research, draw the following conclusions:(1) "Undergraduates’ emotional resilience questionnaire" includes three dimensions, a total of 15 projects. Questionnaire’s internal consistency reliability is 0.857; emotional resilience, positive emotions and emotion recognition ability of three samples of internal consistency reliability is respectively 0.797,0.898,0.826.(2) On the whole, undergraduates’ emotional resilience in the mid to upper level. Undergraduates’ emotional resilience in the total score and each dimension have the remarkable difference of grade, the first grade students’ emotion recognition ability is best, the second grade students’ positive emotional competence is best, the third grade students’ emotional recovery capability. Undergraduates’ emotional resilience in the total score and each dimension there are significant gender differences, including positive emotions and emotional cognitive dimension, girls than boys, emotional recovery capacity dimension is significantly better than girls boys. Undergraduates’ emotional resilience in the one-child dimension, whether total or all dimensions have significant difference, in which, positive emotions and emotional cognitive dimension, non-only-child students is significantly superior to the only-child students, emotional recovery ability dimension only-child students is significantly better than non-only-child students.Undergraduates emotional resilience students in total score and each dimensions exist significant differences in ability, positive emotion, emotional cognitive dimension, rural students was better than that of city students; emotional recovery capability dimension, city students was better than that of rural students.(3) Undergraduates’ emotional resilience and coping style had significant correlation. In addition to solving the problems of foreign, coping styles and emotional resilience other dimensions of each dimension are very significant negative correlation; positive emotion ability dimension in addition to solve problems and help-seeking two factor, and other factors with significant correlation; emotional recovery ability dimension in addition to solve the problem factor, and other factors are extremely significant correlation; mood cognitive dimensions in addition to solve the problem factor, and other factors negatively significant correlation. The results of regression analysis:Undergraduates’ emotional resilience emotional recovery ability and emotional cognitive ability in two dimensions can predict coping style of problem solving factor, accounted for 1.2%.Emotional resilience emotional cognitive, emotional resilience and positive mood ability dimension can predict self-reproach factor, accounted for 6.2%.Emotional resilience emotional resilience dimensions can predict help-seeking factor, accounted for 1.4%.Emotional resilience positive emotional competence, emotion recognition ability and emotional recovery ability dimension can predict fantasy factor, accounted for 8.7%.Emotional resilience positive emotion ability dimension can predict the back off factor, accounted for 7.6%.Emotional resilience emotional cognitive ability and positive emotional competence dimensions can predict rationalization factor, accounted for 8.3%.(4) Undergraduates’ emotional resilience and the dimension of social support had significant correlation exists in all dimensions. Emotional resilience and the dimension of the social support and utilization of support and objective support factors have significant positive correlation. The emotional recovery ability and emotional cognitive dimension and the social support and subjective support factors have significant negative correlation. The results of regression analysis:Undergraduates’ emotional resilience positive emotion ability dimension can predict objective support factor, accounted for 1.4%; emotional resilience emotional cognitive ability, and positive mood ability dimension can predict subjective support factor, accounted for 16.9%; emotional resilience emotional cognitive, emotional resilience and positive emotional competence dimension forecasting support availability factor, accounted for 30.2%.(5) Undergraduates’ emotional resilience of each dimension and self-efficacy have significant positive correlation. The results of regression analysis:Undergraduates’ emotional resilience positive emotion ability, emotional recovery ability and emotional cognitive dimensions can predict self-efficacy, accounted for 68%.