The Impact Of Emotional Regulation Strategies On The Social Behavior Of Popular-unwelcome Junior High School Students

Currently,emotional regulation strategies have become one of the hot spots in psychological study.Some studies suggested that emotional regulation played an important role in the formation and development of individual social abilities.The better one’s individual emotional regulation is,the more possibilities he may have prosocial behavior to his partner and other people,such as helping behaviors;the more depressing and avoidance emotional regition strategies one have,the more harm it will do on his communication with others and the more problem behavior he may has,such as aggressive behavior.However,emotional regulation strategies,as an important element in individual social behavior,many researchers paid more attention on its spontaneity but ignored its influence of indicative use on helping behavior and aggressive behavior.As a result,this study make research on the influence of different genders and popularity degree among middle school students by peer nomination and questionnaire survey based on previous studies.By 3(emotional regulation strategies : expression suppression group /cognitive reappraisal group/control group)×2(participants: welcomed participants/ unwelcomed participants)participants experimental design,using situation setting and different pictures to induce the emotion of participants,using helping time table and chili sauce form to measure the helping behavior and aggressive behavior of middle school students under different emotional regulation strategies to study the influence of different emotional regulation strategies on welcomed-unwelcomed middle school students’ social behaviors.The conclusions of the research mentioned above include:(1)Compared with the female,the male are easier to use expression depression to adjust their emotion.The use of expression depression of spontaneity is more popular in unwelcomed middle school students than in welcomed middle school students.(2)Different emotional regulation strategies have striking difference on the helping behavior of unwelcomed middle school students.Compared with control group and expression depression group,the middle school students using cognitive reappraisal strategies are more likely to have helping behavior;but no obvious difference in helping behavior can be found among the middle school students using expression depression strategies and those in control group.(3)For welcomed middle school students,emotional regulation strategies make no obvious difference in helping behavior.(4)Emotional regulation strategies make distinct difference in aggressive behavior of middle school students with varying popularity,those applying expression depression strategies are more likely to have aggressive behavior than those applying cognitive reappraisal strategies.(5)In cognitive reappraisal group,there is no obvious difference in aggressive behavior of middle school students with varying popularity;but in expression depression group and control group,the aggressive behavior is more popular in unwelcomed middle school students compared with welcomed middle school students.