A Study On The Relationship Between Attributional Style,personality Traits And Emotional Elasticity Of Junior Middle School Students And Intervention Experiments

With the popularization of mental health education in elementary and middle schools,the emotional problems of junior high school students have also received more and more attention.The emotional resilience of junior high school students plays an important role in the process of coping with negative emotions,which will directly affect mental health.Emotional resilience is affected by many factors.Personality traits,as a relatively stable psychological factor,have a significant impact on emotional resilience.At present,there are many studies on the influencing factors of emotional resilience,but there are few studies combining attribution methods,personality traits and emotional resilience.Therefore,this study will analyze the relationship between the three,and explore the role of personality traits,attribution,and emotional resilience.And through the design of attribution,emotional regulation ability to improve group counseling intervention experiment to help junior high school students to gradually improve their reasonable behavior.In the first study,a questionnaire method was used to investigate the personality traits,attribution methods,and emotional resilience of seventh-grade junior high school students in a middle school in Hangzhou,Zhejiang Province.The results of the data analysis showed that:(1)The concealment of personality traits is significantly positively correlated with extroversion and negatively correlated with neuroticism and mental quality.(2)Ability attribution methods are significantly positively correlated with effort,and luck attribution methods are significantly negatively correlated with neuroticism and mental quality.(3)The mental quality of personality traits has a regulating effect between the attribution of ability and emotional resilience;the neuroticism of personality traits has a regulating effect between the attribution of ability and emotional resilience.According to the data analysis results of Study 1,part of the research objects were divided into an experimental group and a control group,and a six-week group counseling intervention experiment on emotion and attribution method was conducted on the experimental group.Study 2 The results of the intervention of group counseling show that group training of personality traits behavior guidance,attribution methods and emotional regulation can be used to improve the emotional flexibility of junior high school students.The specific results are as follows:(1)Before the intervention,there was no significant difference in the attribution methods of mental quality,neuroticism,positive emotional ability and emotional recovery ability between the experimental group and the control group.(2)Through the integration of various educational resources such as schools,families,and group auxiliary interventions to influence experimental intervention objects.After more than a month,it was found that there were significant differences in the pre-and post-test data of the experimental group in terms of mental quality,neuroticism,positive emotional ability,emotional recovery ability,and ability attribution method.There is no significant difference between the pre-test and post-test data of the control group.(3)Combining the above research and data analysis results,individual education and group training for personality trait behavior guidance,attribution methods,and emotional regulation have certain effects on the correct and reasonable attribution of junior high school students,correcting personality trait deviation behavior,and improving emotional flexibility.