| Academic emotion regulation refers to students' conscious use of emotional regulation strategies to adjust inappropriate emotional responses and to intervene and integrate physical and mental discomfort in learning situations,so that individuals can flexibly cope with various emotions in arousal situations.Stay well-adapted.Family function refers to the emotional connection between family members,the communication between family members,the rules within the family and the effectiveness of the family's handling of external events.Family function has an important influence on college students' academic emotion regulation.The degree of self-differentiation of an individual is inseparable from its family function,and it is also influenced by academic emotion regulation.The purpose of this study is to compile the "School Emotional Responsibility Questionnaire" applicable to college students and to study the characteristics of college students' academic emotion regulation,family function and self-differentiation,and on this basis,to explore college students' academic emotion regulation,family function and self-differentiation.relationship.The study consists of three parts.The first research is based on college students as subjects,the preparation of the “Student Emotional Adjustment Questionnaire for College Students”,the second analysis of college students' academic emotion regulation,family function and self-differentiation,and the third study of college students.The relationship between academic emotion regulation,family function and self-differentiation.After statistical analysis of the data,the following main conclusions are drawn:(1)The “Questionnaires for College Student's Academic Emotion Regulation” compiled by the college consists of 17 questions,which include three dimensions: negative resolution,relaxation,and active efforts.The questionnaire has good reliability and validity and can be used as an effective tool to measure college student's academic sentiment.(2)In the relaxation factor of academic emotion adjustment,students from non-single parent families score significantly higher than single parent students.(3)In the family function,the score of the only-child students is significantly higher than that of the non-only-child students.The scores of the students whose fathers are educated as junior college students and above are significantly higher than those whose fathers areeducated as elementary school students and below.In terms of the total score of family functions and the degree of intimacy,the scores of students who served as class cadres were significantly higher than those of non-banner cadres,and the scores of students whose mothers were educated as junior high school and high school students were significantly higher than those whose mothers were educated as elementary school students and below..(4)In the emotionally disconnected and self-dividing dimensions of self-differentiation,male students scored significantly lower in the dimension of emotional disconnection than female students;in the self-location dimension scores were significantly higher than female students.In terms of integration with people,junior high school students and graduate students score significantly higher than sophomore students.The liberal arts students scored significantly lower than the science students.In terms of self-differentiated scores and emotional disconnected scores,the scores of students with father education in junior high school and above are significantly higher than those with father education level of primary school and below,and the education level of mothers is the dimension of emotional disconnection of students in junior high school and senior high school.The score was significantly higher than that of mothers who were educated at or below primary school.(5)There is a significant correlation between academic emotion regulation and family function.Among them,there was a significant positive correlation between relaxation,active effort and family function;negative disposition was significantly negatively correlated with family function.(6)There is a significant correlation between academic emotion regulation and self-differentiation.Among them,there is a significant negative correlation between negative resolving factor and self-differentiation;there is a significant positive correlation between relieving and self-position;there is a significant positive correlation between positive effort and self-differentiated total score and self position.(7)There is a significant correlation between family function and self-differentiation.Among them,there was a significant positive correlation between family functions and self-differentiation factors and total scores,except emotional response factors.There was a significant positive correlation between emotional response factors and home fitness and home function scores.(8)Negative resolving factors in the regulation of academic emotions play a part in mediating the relationship between family function and self-differentiation. |
PDF Full Text Request