| Self-efficacy of emotion regulation is a hot issue in the field of emotion research.People gradually realize the role of emotion regulation in the development and change of human beings,especially the effect of individual cognitive activities.Self-efficacy of emotional regulation refers to the degree of people's confidence in expressing and managing their own emotions.Individual differences in emotional regulation depend on individuals' belief in their own emotional regulation ability,which will affect the actual effect of individual emotional regulation as well as their emotional state.The theory of emotion regulation has been trying to discover the factors that affect the relationship between emotion and behavior.The self-efficacy of emotion regulation is one of them.This study will be divided into two parts,a revised "emotional self-efficacy questionnaire",refer to the previous literature and theory,the revised "pupil emotion regulation self-efficacy questionnaire",shijiazhuang,cangzhou,hebei province three primary school grade four,five,six students as the research object,the preliminary survey selected 290 children,repetition measurement selected 450 children,using exploratory and confirmatory factor analysis and other methods,form good measure the reliability and validity of the questionnaire.Study 2 used the Questionnaire for Primary School Students' Emotional Self-Efficacy,Social Anxiety Scale,and Aggressive Behavior Scale.A total of 601 four,five,and sixth grade pupils from a primary school in Cangzhou,Hebei Province were investigated.The methods of analysis of variance,structural equation model and other methods were used to analyze the characteristics of self-efficacy,social anxiety,and aggressive behavior and the relationship among the three.Research result:(1)The questionnaire on emotional self-efficacy of primary school students consists of 24 topics and has 4 dimensions,including: managing anger,expressing happiness,expressing pride and managing frustration.It has good reliability and validity and can be used as a tool to study children's emotional self-efficacy.(2)The gender difference of social anxiety in primary school students is significant,and the total score and the dimensions of fear negation and social avoidance of girls are significantly higher than boys.(3)There are significant differences in gender,grade and class committee inpupils' sense of emotional self-efficacy,among which the dimensions of anger management and frustration management for boys are significantly higher than that for girls;The fifth grade of expressing pride is significantly higher than other grades,and the sixth grade of managing frustration is significantly higher than other grades.In addition to the dimension of management frustration,the other dimensions and the total score were significantly higher than the non-class students.(4)There are significant differences in gender,grade and class committee of students' aggression,and the physical aggression dimension of boys is significantly higher than that of girls;The dimensions of physical aggression,anger and indirect aggression were significantly higher in sixth grade than in other grades.In the dimension of indirect attack,the non-class committee is significantly higher than the class committee.(5)There was a significant negative correlation between social anxiety and self-efficacy of emotional regulation in primary school students;There was a significant positive correlation between social anxiety and aggressive behavior.There was a significant negative correlation between emotional self-efficacy and aggression.(6)The self-efficacy and various dimensions of emotional regulation play a part in mediating between social anxiety and aggressive behavior. |
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