The Effect Of Field Types,Outcome Valence,and Near-miss Access On The Counterfactual Thinking And Mood Of Junior Middle School Students

In recent years,the research on the development of counterfactual thinking among teenagers is a hot topic for discussion among development psychologists.The junior middle school students as the special groups of teenagers,their emotion is unstable and their self-regulation is not strong.Therefore,how can we use the mechanism and influence factors of counterfactual thinking to improve and adjust the junior middle school students' emotion? It is necessary to discuss the influence factors of junior middle school students' counterfactual thinking,The relationship between these factors and junior middle school students' emotion and the relationship between junior middle school students' counterfactual thinking and emotion.Therefore,this paper makes research of the influence of field types,outcome valence and near-miss towards junior middle school students' counterfactual thinking and emotion,under the conditions of one categorical cut-off point and two grade demarcation pointsThe research uses story context and questionnaires to select 488 junior middle school students as objects,deeply dicuss the junior middle school students' counterfactual thinking and emotion.This study includes two experiments: In the first experiment,under the condition of one categorical cut-off point,the author makes research of the influence of field type,result valence and near-miss towards junior middle school students' counterfactual thinking and emotion.In the second experiment,under the conditions of two grade demarcation points,the author makes research of the influence of result valence towards counterfactual thinking.The results are as follow:(1)Under the single categorical cut-off point,When the result was failure,junior middle school students genarated more up counterfactual thinking and negative emotion;When the result was success,junior middle school students generated more down counterfactual thinking and positive emotion.Close the categorical cut-off point created more counterfactual thinking than far away from the grade demarcation points.Close to success produces more down counterfactual thinking;the proximity to failure produces more up counterfactual thinking.(2)Under the single categorical cut-off point,the study field produces more up counterfactual thinking than the life field.Under the proximity to success,the life field creates more down counterfactual thinkingthan the study field;under the proximity to failure,the study field produces more down counterfactual thinking than the life field.The conclusion is that the preparatory function and attribution of counterfactual thinking lead to the differences between the two fields.(3)Under the two categorical cut-off points,there is “the effect of rank demarcation point”.In other words,under the same rank,the two fields are tested,and then that the failure approaches a higher rank will create more up counterfactual thinking and negative emotion.That the success approaches a lower rank will create more down counterfactual thinking and positive emotion.Simply speaking,the counter-factual thinking caused by rank division affects middle school students' emotion,which makes the low scores create more positive emotion than the high scores.(4)Under the two categorical cut-off points,that the success approaches lower and higher ranks will produce higher down counterfactual thinking and positive emotion;that the failure approaches lower and higher ranks will produce higher up counterfactual thinking and negative emotion.The result shows that the junior middle school students' emotion can be improved and adjusted through changing the direction of counterfactual thinking and applying counterfactual thinking for reasonable attribution.In daily learning and examinations,junior middle school students are led to change from upward counterfactual to downward counterfactual,and to guide junior middle school students to attribute the possible factors that led to the negative valence to unstable factors such as luck and effort..