Design And Implementation Of Junior Middle School Students' Emotional Self-efficacy Curriculum

Rugulatory emotional self-efficacy refers to the self-confidence of individuals when they regulate their emotions.Studies have shown that the rugulatory emotional self-efficacy can affect an individuals' sense of well-being and,more importantly,their mental health.The junior school student is at the critical period of physical and mental development,Their emotions have obvious characteristics.How to improve their rugulatory emotional self-efficacy to develop their mental health is the thing we must to attention.Existed researches show that different training methods,such as sand table technology,imagination technology,and mandala painting technology will affect it.However,due to its unique characteristics,mental health education themed activity curriculum plays an irreplaceable role in the training of some characteristics of junior high school students.Therefore,The purpose of this study is to design a course of rugulatory emotional self-efficacy,And to investigate the effectiveness and stability of this course by verifying the facilitative effect on the rugulatory emotional self-efficacy and mental health.This study can provide some theoretical and empirical support for improving rugulatory emotional self-efficacy and mental health.This study uses the Rugulatory Emotional Self-efficacy and Warwick-Edinburgh Mental Health scales to conduct a questionnaire survey among 480 junior school students in Shihezi City to analyze the current junior high school students' rugulatory emotional self-efficacy and mental health status and their relationships.Based on this,two homogeneous classes were selected as experimental class and control class.The experimental class implemented the subject course 8 times.While the control class did not carry out any curriculum related to rugulatory emotional self-efficacy.Both the experimental and the control classes used the same scale to carry out the test after the end of the course and two months later after the end of the course.The curriculum design is based on the structure of Bandura's emotional regulation self-efficacy and the second-order five-factor model of Wang Yujie and DouKai.After repeated measures anova,post hoc test and paired comparison,the results showed that the emotional regulation self-efficacy and mental health of junior school students were at the middle-to-upper level,In gender variables,there was a significant difference and a significant positive correlation;And there is a significant positive correlation between them.In the group,the level of emotional regulation self-efficacy and mental health have not a significant difference in the pre-test,but there is a significant difference in the post-test and the follow-up test.In terms of time,there is a significant difference between the pre-test and the post-test,the pre-test and the follow-up test in the experimental group,there is no significant difference between the post-test and the follow-up test.But the control group has no significant difference at 3 time points.Conclusion: There is a significant gender difference in emotional regulation self-efficacy and mental health,and emotional regulation self-efficacy courses can effectively improve the emotional regulation self-efficacy and mental health of junior school students,Also,the curriculum effect has a certain persistence.