To Study The Relations Of Self-esteem And Emotional Regulation On Rural Junior Middle School Students

The problem of left-behind children is attracking more and more attention government and society.Rural junior middle school students is a left-behind children who is in junior school stage. As they are inpuberty. Their self-conscious are contradictious, so they will undergo dramatically. Because there areoutside workers. So they can not get the care and guidance timely, coupled with puberty inner conflictswhich have pernicious influence.Previous studies have found that: the overall level of mental health of the children left-behindchildren in rural areas is low compared with the level of other rural areas. Which is defined by: anxiety,psychological sensitivity, bad mood and unsociable, apathy and introverted. Self-esteem and emotionaladjustment as an important indicator of mental health, but also an important factors of affect thepsychological development. Study on self-esteem and emotional adjustment is of great importance in thepsychological development of the status quo, so as to improve the psychological status of Rural juniormiddle school students.With the appearance of implicit self-esteem study, in order to explicit self-esteem, with self-esteem ofthe previous studies, the traditional sense of self-esteem will be called. In previous studies, the researchersalso noted the relationship between self-esteem and emotional adjustment. What’s the relationship betweenimplicit self-esteem and individual emotional adjustment, whether explicit self-esteem and self-consistentemotional adjustment relations? How to change the explicit and implicit self-esteem, through emotionaladjustment so as to increase Rural junior middle school students’ level of explicit self-esteem and implicitself-esteem level are what we will study in this paper.Assumptions of the study: rural junior middle school students and non-rural junior middle schoolstudents have significant differences in explicit self-esteem and implicit self-esteem, between rural juniormiddle school students and non-rural junior middle school students have significant differences in cognitiveemotion adjustment questionnaire, there is a significant positive correlation between cognitive emotionadjustment strategy and implicit self-esteem explicit self-esteem.The results of this study show that:(1) Rural junior middle school students are significantly lower than non-rural junior middle school students in the self-esteem overall score; Rural junior middle school students self-affirmation dimensions aresignificantly lower than that of non-rural junior middle school students, while in self-denial dimension,they are significantly higher than that of; there were no significant differences implicit self-esteem on ruraljunior middle school students and non-rural junior middle school students.(2) There are between significant differences between rural junior middle school students and non-ruraljunior middle school students in cognitive emotion adjustment, in emotion adjustment rural junior middleschool students scored significantly lower than non-Rear Students. Considering of the non-adaptiveemotional adjustment strategies, rural junior middle school students remorse, reflection and thecatastrophizing three dimension were significantly higher than that of non-rural junior middle schoolstudents while in dimension blame others were significantly lower than non-rural junior middle schoolstudents. Rural junior middle school students adaptive cognitive emotion adjustment strategies in tolerance,awareness programs, positive reappraisal, active interest in four dimensions is significant difference, whilethe self-comforting rural junior middle school students was significantly higher than the non-left-behindjunior high school students.(3) There is a very significant positive correlation with the explicit self-esteem and implicit self-esteemrural junior middle school students in cognitive emotion adjustment strategies.