The Relationship Between Incremental Theories Of Emotion,Cognitive Reappraisal And School Adjustment Of Junior High School Students And Intervention Study

School adjustment refers to the situation in which students successfully complete tasks in school life.Emotion,academics,and behavior are commonly used indicators.School adaptation is important for both the current and long-term mental health and social development of individuals.The school adjustment of junior high school students is subject to a variety of internal and external factors,and since middle school students are in a special period of psychological development,their emotions have a significant impact on school adjustment.Junior high school students are in a period of rapid emotional development,a time when their basic beliefs about their emotions are in the process of being formed,and these beliefs about their emotions can affect their school adjustment.Incremental theories of emotion are an individual's belief that emotions are controllable and changeable.Implicit theories have shown that when individuals tend to believe that human characteristics are variable,then individuals will tend to select and organize information with the aim of psychological conditioning,and to give mild interpretations of situations.Cognitive reappraisal is a typical emotion regulation strategy that increases an individual's level of positive emotional experience and adjustment by providing a positive and gentle interpretation of an emotional event that leads to emotional regulation.It has been shown that students who hold incremental theories of emotion are more likely to use cognitive reappraisal.Since individuals with incremental theories of emotion are more likely to use cognitive reappraisal strategies,and the use of cognitive reappraisal has been shown to affect the level of adjustment,it is possible to understand the link between incremental theories of emotion and school adjustment from the perspective of cognitive reappraisal and explore the mediating role of cognitive reappraisal between the two.Therefore,this study intends to examine the relationship between incremental theories of emotion,cognitive reappraisal,and school adjustment,and to intervene in junior high school students through group psychological guidance based on incremental theories of emotion.This research is mainly divided into two parts.In the first research,questionnaire surveys were conducted to test the 493 junior high school students in Chongqing,and the relationship between incremental theories of emotion,cognitive reappraisal,and school adjustment was discussed.Study 2 carried out a group psychological guidance on the theme of cultivating incremental theories of emotion.A total of 63 junior high students participated in the experiment.The 31 students in the experimental group conducted group psychological counseling eight times and no intervention was given in the control group(32 students).The effectiveness of group psychological guidance in cultivating junior high school students' incremental theories of emotion was analyzed through analysis of pre-and post-test data.This study draws the following conclusions:(1)The school adjustment level of junior high school students is above the average;the level of school adjustment of the students in junior Grade Three is the worst;the school adjustment of junior high school students is not significantly different in gender,place of residence,and whether they are the only children.(2)Junior high school students are more likely to use cognitive reappraisal;there is no significant difference in gender,place of residence,grade,and whether they are only children.(3)The junior high school students' incremental theories of emotion are above the average;junior Grade Three is the worst;the junior high school students' incremental theories of emotion are not significantly different in gender,place of residence and whether they are only children.(4)Incremental theories of emotion can positively predict school adjustment and cognitive reappraisal,and cognitive reappraisal can positively predict school adjustment;cognitive reappraisal has a mediating effect on the relationship between incremental theories of emotion and school adjustment.(5)The group psychological guidance in this study is feasible and effective.It can change the students' incremental theories of emotion,increase the use of cognitive reappraisal of students,and improve the level of school adaptation of students.