Research On The Influence Of Emotion Regul Ation On Learning Motivation Of Upper-grad E Primary School Students In Shapingba District In Chongqing

The research, using the primary school students as the research objects, adoptedthe Emotion Regulation Questionnaire developed by Huang Miner and Guo Junde andthe Learning Motivation Questionnaire compiled by Dr. Liu Yuming to investigate500Primary School Students‘emotional regulation and learning motivation, and tried toexplore the relationship between them and the influence of emotion regulation onlearning motivation, in order to provide reference for primary school studentsemotional health education. This study adopted questionnaire survey method andrandomly selected8classes in4primary schools as the unit, sampled randomly500pupils to make a group test.464questionnaires were recycled; the rate of recovery was92.8%. Among them, there were460valid questionnaires; the questionnaire effectiverate was99.1%.The data was analyzed with SPSS statistical software and the resultsare as follows:1. The results of the basic situation for each dimension of emotion regulation andlearning motivation shows, in the positive mood, the enhanced regulation (emphasizeand catharsis) are significantly more than the attenuated regulation; Reasonedregulation (emphasize and ignorance) are significantly more than the reactionregulation (inhibition and catharsis). In negative mood, the attenuated regulation(ignorance and inhibition) are significantly more than the enhanced regulation(emphasize and catharsis), the reasoned regulation (ignorance and emphasize) are morethan the reaction regulation (inhibition and catharsis). Learning motivation scale showsthat the levels of learning motivation that the upper-grade primary school studentsconcentrate on as the following order: self evaluation, value of the tasks, anxiety test,intrinsic goal orientation, external goal orientation, and the faith in the control oflearning.2. The upper-grade primary school students’ emotion regulation mode in positivemood is significant different in sex, which means that boys used more frequent thangirls in ignorance and inhibition, which also called attenuated regulation. In negative mood, there is no significant sex difference, neither in the learning motivation.3. The upper-grade primary school students’ emotion regulation mode issignificant different in grade on the amount of inhibition regulation. The pupils in fifthgrade are much more than the pupils in sixth grade on the frequency of using theamount of inhibition regulation. In addition, the other three regulating volume has nosignificant in different grades. There is also no significant in different grade onlearning motivation. The score shows that the fifth grade students’ learning motivationis slightly higher than that of sixth grade students.4. The difference test results of whether the students are the one-child show thatwhether the one-child in emotion regulation is significant different on the usefrequency of catharsis, and the one-child scored higher than the non-one child, thenon-one child scored slightly higher than one-child on the learning motivation.5. The results of urban-rural difference test show that there is no significantdifference in upper-grade primary school students’ emotion regulation mode exceptthe aspect of negative emotion inhibition. The negative mood inhibiting dimensionexists significant differences between urban and rural areas, and the frequency on theuse of negative emotions of the amount of inhibition was followed by rural areas,towns and urban; On dimensions of the value of tasks in learning motivation, faith oncontrol of learning, self evolution, there are significant differences between urban andrural areas. The strength of learning motivation ranks in turns as the towns, cities,countryside. Other dimensions have no significant difference in rural and urban.6. The family upbringing style difference test results show that dimensions ofemotion regulation mode have no significant difference except of positive emotionsuppression dimension, afterwards test shows that the volume of positive emotionsuppression was followed by stern, democracy and respect, ignorance. The’ learningmotivation emotional dimension (anxiety test) has significant differences in familyupbringing style. Afterwards testing analysis results show that: ignorance> stern>democracy and respect.7. The results of correlation analysis between emotion regulation and learningmotivation show that there has a significant correlation between them.8. The upper-grade primary school students’ overall emotion regulation methodcan be used to predict the motivation in learning. Positive emotion emphasis, positiveemotion catharsis and negative emotion emphasis have significantly predicted resultson learning motivation, in which positive emotional emphasis explanation’s amount of variation is the highest.Finally，this study gives some recommendations on students, parents and teachersthese three aspects according to the research results. First, advice for students mainlyincludes stimulating the learning motivation to promote the achievement through theconscious emotion regulation method, the emotional release, the attention transfermethod, the perspective-taking method and the positive suggest podia in the dailylearning life. Second, advices for parents are mainly concentrated in three aspects:creating a good family atmosphere, using the reasonable way of family education andto set a good example to the children. Third, Suggestions to teachers also includesmany aspects: making students experience positive emotions; cultivating children’sability to control and regulation of mood; and professional psychology teachers shouldgive psychological counseling on children’s negative emotions etc.