Self-efficacy Students Emotion Regulation

Confidence to regulate personal emotions has so much relationship with the level of one’s mental health. There are more and more researches about Regulatory Emotion Self-efficacy, but it also have some insufficient place. For example, the kind of emotion is not so much and it has limitation about how to work with regulatory emotion self-efficacy and so on. Focus on these problems, we developed the Regulatory Emotion Self-efficacy Scale (RESES) for college students based on the result of other researches and the investigation of college students’ emotions in daily life., we consider the directly effects and indirectly effects in these three aspects combined Regulatory Emotion Self-efficacy Scale with coping self-efficacy and depression scale in order to enrich the related researches about the mechanism. We have results through this research:(1) Regulatory Emotion Self-efficacy is a first-order factor model of five affects, the five factors are:perceived self-efficacy in managing fear、perceived self-efficacy in managing anxiety、perceived self-efficacy in expressing positive affect、perceived self-efficacy in managing despondency/distress、perceived self-efficacy in managing anger/irritation. It suggests that the Regulatory Emotion Self-efficacy Scale for college students has satisfactory reliability, validity and could be an efficient instrument in related field.(2) Regulatory emotion self-efficacy for college students is higher than average level. In gender differences, boy’s scores of regulatory emotion self-efficacy and regulating negative emotion are higher than girl’s, but girl’s score of expressing positive emotion is higher than boy’s.In the only child difference, only child’s scores of regulatory emotion self-efficacy and regulating negative emotion are higher than non-only child’s, but non-only child’s score of expressing positive emotion is higher than only child’s.In the student leader or not difference, student leader’s scores of regulatory emotion self-efficacy and the five specific aspects are higher than ordinary student.(3) Coping self-efficacy for college students is higher than average level.In gender difference, boy’s scores of coping self-efficacy and the three specific aspects are higher than girl’s.In the professional difference, student of science’s scores of coping self-efficacy and the three specific aspects are higher than student of liberal arts’s.In the only child difference, only child’s scores of coping self-efficacy and the three specific aspects are higher than non-only child’s.In the student leader or not difference, student leader’s scores of coping self-efficacy and the three specific aspects are higher than ordinary student’s.In the grade difference, four grades have significant differences on coping self-efficacy and the other two specific aspects except for competency. Through the post hoc test, we knew that junior student has more coping self-efficacy than the other three grades.(4) The level of depression for college student is very low, it respected that college student’s mental health is very well.(5) There are relationships in Regulatory Emotion Self-efficacy of college student, coping self-efficacy and depression. Regulatory Emotion Self-efficacy of college student has predictive effect on coping self-efficacy and depression, and coping self-efficacy of college student also has predictive effect on depression.(6) Coping self-efficacy partly mediated between Regulatory Emotion Self-efficacy and depression.