The Relationship Between Theory Of Mind And Interpersonal Distress Among Junior High School Students: The Mediating Role Of Emotion Regulation Strategies

Nowadays,interpersonal relationship has become a crucial part of measuring personal comprehensive ability.Junior high school students are in an important period of rapid physical and psychological development,which is often referred to as"adolescence."During this period,individuals are dependent,independent,immature and mature.Whether the junior high school students can adapt to the new learning environment,get along with the people and the environment,and maintain their physical and mental health at the same time,are closely related to the interpersonal relationship.Many young people who have interpersonal relationship can not adapt well to the new environment,have various conflicts on school life,and can not adjust their mental state well,thus causing various psychological problems.The quality of interpersonal relationship is of special importance for their development and adaptation.Although some studies have shown that there is a certain relationship between psychological theory and interpersonal problems,there is no research on the relationship between psychological theory and interpersonal relationship,and whether psychological theory can predict interpersonal problems.Gross believes that different emotion regulation strategies have different effects on individual health.Interpersonal distress,as an index of individual mental health level,will be influenced by emotion regulation strategy.Here is a certain correlation between emotion regulation strategy and interpersonal relationship and theory of mind.There is no study on whether the prediction of theory of mind will be different from the emotion regulation strategies used by individual habits.Based on this point of view,this study explores the specific relationship between interpersonal distress,theory of mind and emotion regulation strategies.On the basis of the concept,background and current situation of interpersonal relationship puzzle,theory of mind and emotion regulation strategy,415 junior middle school students were tested.Through the form of "interpersonal relationship comprehensive diagnosis scale","Emotion Regulation Questionnaire" and Yoni task,questionnaire method combined with experimental method,the interpersonal relationship,theory of mind and the use of emotion regulation strategies were measured.The purpose of this study is to explore the relationship between interpersonal relationship and theory of mind and emotion regulation strategy,and to further explore the mediating role of emotion regulation strategy in interpersonal relationship and theory of mind.The results of this study are supported by Gross's emotion regulation process model and neurophysiological research of emotion regulation strategy.The conclusion of this study is as follows:(1)there are some interpersonal problems in junior middle school students,their psychological theory level is in the process of development,and the frequency of junior middle school students' use of cognitive reevaluation strategy is higher than that of expression inhibition.(2)there is a 22 correlation between interpersonal relationship,psychological theory and emotion regulation strategy.Psychological theory and emotion regulation strategy have direct influence on interpersonal relationship,and psychological theory directly affects emotion regulation strategy.(3)emotion regulation strategy plays a complete mediating role between interpersonal relationship puzzle and theory of mind.