The Relationship Between Regulatory Emotional Self-efficacy And Social Anxiety In High School Students

Regulatory emotional self-efficacy(RESE)come from self-efficacy,it means that someone confidence level and subjective inference about whether he can regulate emotion by his effort.RESE plays an important role in this situation when he's in face of negative emotions and stress.lt affects the individual's level of confidence and emotional state,If we can not effectively regulate negative emotions,it will express them out in an inappropriate way.High school students are in the second leap of self-awareness development.Faced with the practical problems of academic pressure,interpersonal communication,physical and psychological changes,they are more prone to be anxiety,in depression and other emotional problems.And they lack of communication skills and good communication environment,so social anxiety is one of the major psychological problems.However,at present,no research has been conducted on their relationship between emotional adjustment self-efficacy and social anxiety.Therefore,to explore the situation of emotional regulation self-efficacy and social anxiety in high school students and to study the relationship between the two,and to propose educational suggestions based on this is the main purpose of this study.After researching and analyzing the literature,this study combined actual needs with 505 senior high school students from grade one,grade two and grade three.using professor Yu Guoliang's translation of the emotional regulation self-efficacy scale(RESE)and Waston and Freind compiled the social avoidance and distress scale(SAD)to explore the relationship between emotional regulation of self-efficacy and social anxiety.The conclusions are as follows:(1)Generally speaking,high school students have a slightly higher level of regulatory emotional self-efficacy than the national average.(2)High school students have significant gender differences in POS and ANG.POS dimension,the average share of girls was significantly higher than boys,male students was significantly higher than girls in ANG dimension.(3)There is a significant difference in the RESE of the high school students in the class cadres.The mean scores of class cadres are significantly higher than that of non-class cadres.(4)The average social anxiety scores of high school students are higher than the national norm.Social anxiety in class cadres there are significant differences,non-class cadres score was significantly higher than class cadres.(5)There was a significant negative correlation between high school students'total scores of emotional self-efficacy and social anxiety scores,and POS,DES and ANG were negatively correlated with social avoidance and social anxiety in social anxiety.This study found that the level of social anxiety among high school students is higher than the national norm.Therefore,schools need to pay attention to the possible interpersonal problems of high school students.In the emotion-regulating self-efficacy,the score of ANG dimension is the lowest,so the student's emotion regulation needs to be paid attention.Schools and parents can encourage children to actively participate in social practice and social interactions,and at the same time teach necessary emotional regulation strategies and interpersonal methods to help students improve their mental health in daily life.