A Study On Positive Emotions Of Higher Primary Grade Students And Their Promotion Of Self-Efficacy

With the rise of positive psychology,positive emotions and self-efficacy have drawn great attention as positive psychological state.Positive emotions can help people to expand their cognitive and attention,which makes people in a relaxed and pleasant mood.Self-efficacy can judge and predict individual behavior in a wide range of situations.Pupils are in the early stages of psychological development,which develop primary school students' positive emotions and self-efficacy is conducive to promoting the mental health of primary school students.Since positive emotion is a kind of state variable and self-efficacy is a kind of semi-state variable,we use Seligman's positive emotion classification as the basis to directly intervene the positive emotion.The intervention method is positive emotional diary,Then we discuss the direct intervention effect of positive emotional diary on positive emotions and the effect of indirect intervention on self-efficacy.This study is divided into two parts: one is the questionnaire survey.We use the“positive and negative emotion scale”and “general self-efficacy scale”to the 331 higher primary grade students in Affiliated primary school of Nanchang university,it is concluded that the current situation of positive emotions and self-efficacy among the higher primary grade students and the differences of demographic variables and the relationship between positive emotions and self-efficacy.The second is the experimental intervention part.On the basis of the current situation investigation,the subjects with low positive emotion score were selected and randomly divided into experimental group and control group,the experimental group was 14,and the control group was 15.Experimental group carry out positive emotional diary intervention for a month,but the control group without any intervention.The “positive and negative emotion scale”and “general self-efficacy scale” were used before and after the experiment,supplemented with the interviews after the experiment to assess the effect of positive emotional diary intervention.Finally,one month after the end of the intervention,a follow-up test was conducted to assess the persistence and stability of positive emotional diary intervention.The results are as follows:(1)The positive emotions of higher primary grade students are at the upper middle level and there is no significant difference between the gender and only-child or non-only child.However,there are significant differences in the grades,and thepositive emotions of the fifth grade students are significantly higher than those of the sixth grade students.(2)The self-efficacy of higher primary grade students are at the upper middle level and there is no significant difference in gender,but there is a significant difference in grade and whether or not to work as a cadre.The fifth grade students' self-efficacy is significantly higher than sixth grade students,the self-efficacy of those who worked as class cadres was significantly higher than that of the students who did not work as cadres.(3)Positive emotions of higher primary grade students were significantly correlated with self-efficacy,and positive emotions can positively predict self-efficacy.(4)After the intervention of positive emotional diary,the positive emotion of higher primary grade students was promoted directly,and the self-efficacy was promoted indirectly.