A Study On The Relationship Between The Parenting Style,Self-efficacy Of Emotion Regulation And School Adaptation Of Junior High School Students

School is an important place for every student to learn and grow.School adaptation refers to students' adaptation in aspects of study,interpersonal relationship and routine,which is the problem and test that each student needs to face.Parenting style is the educational mode adopted by parents in the process of their children's growth.Regulatory emotional self-efficacy is the degree of confidence in one's ability to effectively and rationally express and regulate one's emotions.The adaptation of students in school is affected by many factors.This paper mainly studies and analyzes the influence of parents' education style on school adaptation and the role of self-efficacy of emotional regulation in the two.In the first study,630 students in six classes of a junior high school in Baoding were tested by means of parenting style questionnaire,emotional self-efficacy questionnaire and school adaptation questionnaire,and then the collected data were analyzed by SPSS 23.0 software.The study's conclusions are as follows: first,junior high school students' parenting style,regulatory emotional self-efficacy and school adjustment significant differences on different demographic variables,such as gender,grade,students,etc.Second,the emotional warmth of junior high school students' parents is positively correlated with the self-efficacy of emotional regulation and school adaptation,while rejection and over protection are negatively correlated with both.Third,junior high school students' emotional regulation self-efficacy can positively predict school adaptation.Fourth,middle school students' emotional regulation self-efficacy plays an intermediary role between parental rearing style and school adaptation.In the second study,two homogeneous classes selected from the first study were used as the experimental group and the control group,each with 50 students.The experimental group was given an intervention study on students' emotional regulation self-efficacy in the form of psychological activity class,and then the questionnaire of self-efficacy of emotion regulation and school adaptation questionnaire in the first study were used to test and analyze the subsequent test results.The results showedthat after the intervention in junior high school,the samples' emotional regulation self-efficacy in various dimensions and the total scores were significantly improved,and there were significant changes in all aspects of school adaptation,indicating that the intervention course had a certain degree of effect,and the students' self-efficacy of emotion regulation is not immutable,which can be cultivated and shaped.