Research On The Relationship Among Family Function,self-Regulation And Trait Anxiety Of Senior High School Students

Senior High School Period has been defined as “the psychological weaning period”, which is not only an important stage of life-span development, but also a special period with a lot of pressure. Nowadays, senior high school students always face lots of stresses. Moderate pressure is conducive to one’s development, while too much pressure may results in somatopsychic illness. Especially for the high trait anxiety individuals, they are more likely to be under the risk of physical and mental problems. According to previous literature, senior high school students’ trait anxiety level is higher than the national norm. Thus, the aim of this study is to deepen the understandings on the mechanism of high trait anxiety.There is no doubt that family factors play important roles in the formation of personality. Besides, self-regulation helps people to establish a stable physical and mental state, which can also affect the individual trait anxiety level. On the basis of these opinions, this study tried to explore the relationship among family function,self-regulation and trait anxiety of senior high students, attempting to analyze the mechanism of the three variables.This research used the Family Assessment Device(FAD), Self-Regulation Questionnaire and Trait Anxiety Inventory(T-AI) to investigate 845 students from five high schools in Hebei Province. Descriptive statistics, analysis of variance,correlation analysis, regression analysis and other statistical methods were adopted to explore some demographic variables’ effects on trait anxiety and the relationship among family function, self-regulation and trait anxiety of senior high school students.The results were as follows:(1)There are no significant statistical differences for senior high school students’ trait anxiety in gender, grade, original place, one-child or not one-child family.(2)The family function of senior high school students is in good condition generally. There are significant gender differences in communication, emotional involvement and total family function. The one-child’s family function is superior to the not one-child family in the role dimension. There are significant differences insome dimension of family functional for different origins and grades.(3)High school students’ self-regulation is in high level generally. There are significant gender differences in emotional expression. Students from different grades make significant differences in all the dimension of self-regulation. There are no significant differences in original place, one-child or not one-child dimension.(4)Senior high school students’ family function, self-regulation and trait anxiety are significant related to each other. The family function and self-regulation can predict the trait anxiety significantly.(5)Self-regulation plays a partial intermediary role between family function and trait anxiety.