The Empirical Study Of The Regulatory Emotional Self-efficacy In Junior High School Students

The regulatory emotional self efficacy is a new field in the study of emotionregulation at home and broad, it refers to a person’s self-confidence degree whether hecan effectively regulate his own emotional state, the essence of it is that the individualform a sence of confidence on the basis of subjective evaluation. Previous studieshave show that emotion impacts on individual behavior and health, but the regulatoryemotional self-efficacy plays a mediating role, the regulatory emotional self-efficacycan make individual effectively cope with stress, improve the quality of interpersonalrelationship so as to improve the quality of subjective well-being, at the same time italso plays an important role in shy, depression,prosocial behavior and bad behaviorand so on. Throughout the domestic and foreign research, however, the current studiesof the regulatory emotional self-efficacy have many deficiencies, such as: the contentof measurement is limited, have not a detailed research about the influence factors ofthe regulatory emotional self-efficacy, as for the study on the intervention is morerare.The purpose of this study is to examine Li Xiaoyun’s regulatory emotionalself-efficacy scale whether can be used in junior middle school students, and throughthe questionnaire survey to understand current situation and characteristics of theregulatory emotional self-efficacy in junior high school students, Then, the methodsof how to enhance the level of eregulatory emotional self-efficacy are studiedtentatively. The results show that:(1) Li Xiaoyun’s regulatory emotional self-efficacy scale is suited to be used toresearch in junior school students of our country, the questionnaire was composed offour dimensions: perceived self-efficacy in feeling positive affect (POS), perceivedself-efficacy in regulating despondency, perceived self-efficacy in regulating anger,perceived self-efficacy in regulating fear, and this scale has good psychometricindices.(2) The use of Li Xiaoyun’s regulatory emotional self-efficacy scale in juniorschool students of our country has shown that there is a certain individual differenceson the level of regulatory emotional self-efficacy, on the whole, there are significant gender differences, grade and regional differences, but for the one-child, the scores ofthe regulatory emotiona self-efficacy scale existed no signifucant difference.(3) Intervention scheme in this research had a positve effect for the second gradestudents to improve regulatory emotional self-efficacy, through psychological healtheducation course, students’ regulatory emotional self-efficacy can be improved.