| Emotional regulation is a psychological process in which individuals adjust and control emotions by selecting physiological cognitive and behavioral strategies on the basis of awareness and evaluation of their own or others' emotions in order to adapt to social life.The second concept of emotion regulation--Emotion Regulation Strategy and emotion regulation ability are important indexes to evaluate emotion regulation.The research of Liu Qigang(2011)shows that emotional regulation strategies can effectively predict emotional regulation ability,and positive and mature emotion regulation strategies can effectively reduce the occurrence of emotional distress,psychological problems and diseases.The high school period is an important stage of life.The imbalance in the speed of physical and psychological development makes their emotions fluctuate greatly.How to improve the use of emotion regulation strategies in this stage,and improve the ability of emotion regulation,so as to help them to devote themselves to their study and life with the best attitude.This is an urgent problem that every mental health educator needs to think about and solve urgently.In view of this,this study has done the following research:Research 1:using Ji Jia-jun 's questionnaire on Adolescent emotion Adjustment ability,383 freshmen from a middle school in Nantong City were investigated.Through statistical analysis,the present situation of emotion regulation ability of students in this group and the differences of high school students' emotion regulation ability in gender and academic achievement were analyzed.The results showed that:(1)the ability of emotion regulation of freshmen in Senior one was at the middle and upper level on the whole.However,the effective application of emotion regulation strategies needs to be improved.(2)there was no significant difference between the total score of emotion regulation ability and the five dimensions,but there was significant difference in the dimension of "emotion control ability",and the emotional control ability of boys was higher than that of girls.(3)there was no significant difference in the total scores of emotion regulation ability of senior high school students and their academic performance in each dimension.Study 2:on the basis of the first study,four classes with no significant differences in total scores and dimensions of emotion regulation were selected,and 2 classes were randomly selected as the experimental group and the other two classes as the control group.Eighty-eight subjects in the experimental group were treated with 10 intervention courses of emotion regulation strategy,each course was about 50 minutes.The cases with low scores of emotion regulation ability were screened out from the students of the experimental group,the information was collected,the model was selected,and further individual counseling was conducted.The results showed that:(1)the total score of posttest emotion regulation ability in the experimental group was significantly higher than that in the pre-test group,while there was no significant difference between the pre-test and the post-test of the control group,indicating that the intervention effect was significantt.The scores of post-test group of the experimental group were significantly higher than those of the pre-test in the three dimensions of effective application of emotion strategies,self-efficacy of emotional regulation and emotion control ability,while there were no significant differences in the emotional perception ability,emotional evaluation ability and emotional reflection ability.Combined with the above analysis,the emotional adjustment ability of high school students is at the upper level,but the effectiveness of the use of emotional adjustment strategies still needs to be improved.The course of emotion regulation strategy and individual case guidance can effectively improve students'emotion regulation ability. |
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