A Study Of The Relationship Between Junior Middle School Students' Emotional Management And School Adaptation

From Jean Piaget's cognitive development point of view,junior high school students who are in puberty are also at the stage of formal operation in their cognitive level and development level,which is the stage when they begin to emphasize the self-centered view of the world and constantly express their self-concern.They began to get rid of the shackles of thinking on specific things,and began to challenge the "authority" represented by parents,teachers and so on.As conflicts became more frequent,emotional fluctuations became very obvious,and the impact of such fluctuating emotional state on their studies was quite important.However,the increasingly heavy study pressure,depressing study atmosphere and parents' high expectations for their children will make them feel nervous and anxious over time,and the internal motivation for study will decline.Contemporary middle school students spend nearly ten hours in school every day,and most of their interpersonal communication is with teachers and students on campus.In addition,school adaptation is one of the important external factors,and good school adaptation ability has gradually become an indicator to measure a middle school student's academic ability.For this special and huge group,it is particularly important for them to study the influence and interaction of emotional management ability on their learning adaptability.According to the existing literature,emotional management ability can significantly positively predict academic performance,which is also one of the important factors affecting academic performance.Therefore,the topic of "what is the relationship between emotional management ability and school adaptation" needs further discussion and research.In this study,the relationship between junior high school students' emotional management ability and school adaptation was studied and analyzed by questionnaire and literature survey.The software SPSS23.0 was used to process and analyze the collected questionnaire data.The results show that:(1)Junior high school students have good emotional management ability and good school adaptability;(2)The more harmonious the family relationship,the stronger the emotional management ability of junior high school students,and the better the school adaptation;(3)Junior high school students whose family income is at the level of 80,000-150,000 called well-off family have higher emotional management ability and better school adaptation;(4)Junior high school students who are satisfactory with friendship have higher emotional management ability and better school adaptation;(5)There is a significant correlation between junior high school students' emotional management and school adaptation,and emotional management ability has a significant positive predictive effect on school adaptation.Junior high school students' school adaptation improves with the improvement of emotional management ability.The research on the relationship between junior high school students' emotional management ability and school adaptation shows that the improvement of junior high school students' emotional management ability has a positive promoting effect on school adaptation.Meanwhile,harmonious family relations are conducive to improving junior high school students' emotional management ability,thus promoting junior high school students to better adapt to campus life and study.This study plays an important role in improving junior high school students' emotional management ability and helping junior high school students better adapt to school.