Study On The Relationship Between High School Students’Regulatory Emotional Self-efficacy, Personality And Adaptation

PurPOSe:High School Life is a turning period in the process of one’s life. They are facing a series of adjustment issues, including study, interpersonal relation and emotional problems, etc., which are tightly related with their mental development. This study aimed to explore the mechanisms of the big five personality and regulatory emotional self-efficacy of high school students on their school adaptation, so as to provide a useful and practical suggestions to front-line mental health teacher educators and form masters.Methods:In this paper, questionnaires are used as the method of study, with SPSS16.0applied as the statistical software, and High School Students Adaptation Inventory (7dimensions,82items), Regulatory Emotional Self-efficacy Scale (3dimensions,12items) and The Big-Five Personality Inventory (5dimensions,60items) as the study tools. Take1300high school students from three high schools in Xi’an as the participants of study.Conclusions:Firstly, for high school students, there is significant difference on neuroticism in terms of gender and family background. There is significant difference on extra version in terms of student cadres and family background. There is significant difference on openness in terms of singleton, student cadres and family background. There is significant difference on agreeableness in terms of gender and grade. There is significant difference on conscientiousness in terms of student cadres and family background.Secondly, on the whole, there is significant difference on high school students’ school adaptation in terms of gender, family background, and student cadres, which means that high school adaptation is generally balanced and in good condition But in specific aspects, significant differences exist in high school adaptation in terms of grade and singleton. Thirdly, there is significant difference on RESE, POS and DES in terms of gender, family background, singleton and student cadres; there is significant difference onANG in terms of family background.Fourthly, there is significant correlation between personality and school adjustment, which indicates that students with high marks on extraversion, openness, agreeableness and conscientiousness or lower marks on neuroticism has higher adaptation level, and vice versa.Fifthly, regulatory emotional self-efficacy of high school students plays an intermediary role between their personality and adaptation.The innovation of the study is mainly characterized by systematically exploring the current situation and difference of high school students’adaptation on the whole and its seven aspects in specific, the difference of their personality on the whole and its five aspects in specific, the difference of their regulatory emotional self-efficacy on the whole and its three aspects in specific and the relationship between high school adaptation, personality and regulatory emotional self-efficacy.