Study On The Relationship Among Left-behind Junior High School Students' Parental Cohension,Regulatory Emotional Self-efficacy And Subjective Well-being

Left-behind children,as a special group appearing in the process of social development,have always been the subject of intense debate in the academic community.The results of survey research show that left-behind children show more complex and diverse problems and are more likely to appear in the process of psychological development than non-left-behind children.Behavioral issues.Left-behind children in middle school are in their adolescence,and we need to invest more time,energy,and emotion to pay more attention to their development status.Therefore,this study analyzes the role of regulatory emotional self-efficacy between parental cohesion and subjective well-being,and further explores the inner relationship between parental cohesion and subjective well-being of left-behind junior high school students.In the study,the "parental cohesion scale","regulatory emotional self-efficacy scale" and "adolescent subjective well-being scale" were used to survey321 left-behind junior high school students and 216 non-left-behind junior high school students in a region of Heilongjiang Province.The results are as follows:(1)The left-behind junior high school students have lower father-son affinity and mother-child affinity than non-left-behind junior high school students.The left-behind junior high school students have differences in parental cohesion in terms of gender,whether their parents divorced,and the frequency of contact with their parents.(2)Left-behind junior high school students have lower self-efficacy in emotion regulation than non-left-behind junior high school students,and non-left-behind junior high school students have significantly higher anger / anger emotional efficacy than left-behind junior high students.The left-behind junior high school students' regulatory emotional self-efficacy differs in whether the students are class cadres,parents are divorced,and family economic conditions.(3)The subjective well-being of left-behind junior high school students is lower than that of non-left-behind junior high school students.Non-left-behind junior high school students show more positive emotions,higher life satisfaction,and less negative emotions.The subjective well-being of left-behind junior high school students differs inwhether students are class cadres,parents are divorced,family economic status,and the frequency of contact with parents.(4)Left-behind junior high school students' parental cohesion and regulatory emotional self-efficacy is positively correlated with life satisfaction and positive emotional dimensions in subjective well-being,and negatively correlated with negative emotional dimensions.There is a positive correlation between parental cohesion and regulatory emotional self-efficacy.(5)The left-behind junior high school students' parental cohesion and regulatory emotional self-efficacy can positively predict subjective well-being.(6)Parental cohesion can not only directly affect the subjective well-being of left-behind junior high school students,but also affect the subjective well-being of left-behind junior high school students through the mediating effect of regulatory emotional self-efficacy.