Study On The Relationship Among Difficulties In Emotion Regulation,Parenting Style And Peer Relationships Of Primary School Students

Emotion is the psychological characteristic of higher six-layered mantle, emotionis closely related to us, every day in our body will have the different mood, differentemotions will affect people in different ways, bad mood will on people’s physical andmental are different degree of negative impact, has a good ability of emotionregulation helps us to adapt to the environment.This study based on research of the theory of emotional difficulties, inTaiErZhuang town of ZaoZhuang city,253pupils from a primary school as theresearch object, explore the status of Chinese primary school students emotionregulation, besides, study the relationship among emotion regulation ability,the waysof parents teaching and peer relationship, following is the conclusion:1In our country, primary school students’ emotion regulation ability is not high,and need to further improve and development, primary school students’ difficulties inemotion regulation doesn’t exist significant differences on gender, family origin andgrade.2In general, parenting style in china is good, dimension of father’s refusal、deny exists main effect in gender and source of the family, mother’s refusal、denyexists the main effect in source of the family. in addition to the dimension of motherpreferred subjects does not exists the main effect in grade, other dimensions all existthe main effect in grade.3The pupils’ peer relations in our country is good, subscale of companyaccept、 subscale of exchanges fear and inferiority and the peer relationsquestionnaire does not exists the main effect in gender and source of the family, thepeer relations questionnaire exists main effect in grade, four grade and six grade havea significant difference, five grade and six grade have a significant difference. 4Primary school students emotion regulation difficult and father emotionalwarmth, understanding, mother’s emotional warmth and understanding havesignificantly negative correlation, primary school students emotion regulation difficultand father’s punishment and severe, parents’ reject, deny, punishment and severe,mother refusing or denying have significantly positive correlation; primary schoolstudents emotion regulation difficult and peer acceptance,interaction with fear, lowself-esteem have significant negative correlation; Peer acceptance and parents’emotional warmth, understanding have significantly negatively correlation, Peeracceptance with parents’ severe penalty, punishment refusal, deny, have significantlypositive correlation; Exchanges fear, low self-esteem and parents’ punishment, severe,refuse, denial, excessive interference, excessive protection have significant positivecorrelation.5Mother’s punishment and severe significant positive forecasting effect toemotion regulation difficulty,father’s emotional warmth, understanding significantpositive forecasting effect to emotion regulation difficulty; Behavior impulse controldifficult, goal orientation and emotion understanding difficulty significant forecastingeffect to peer relationship; Mother’s punishment and severe significant forecastingeffect to peer relationship.6Behavior impulse control difficult, Difficulties Engaging in Goal-DirectedBehavior and Lack of Emotional Clarity have partial intermediary role betweenmother’s punishment and severe and peer relationship.