Research On The Attitude, Strategy And Ability Of Prospective Teachers For Emotional Regulation

Emotional regulation can effectively regulate individual negative and positive emotions,which is of great significance to people's study,work and life.Especially for primary and secondary school teachers,they engaged in high emotional work,need more emotional participation,flexible use of emotional regulation strategies,and good emotional regulation ability,which is of adaptive meaning to the career development of teachers.This study investigated the emotion regulation attitudes and strategies of the prospective teachers,and further explored the two emotion regulation abilities of expectation and cognitive control.Through the comprehensive research on the strategies and abilities of the emotion regulation of the prospective teachers,the characteristics of the emotion regulation are deeply investigated,so as to better promote the healthy development of the prospective teachers in the future.This paper included three studies,using the paper-based test,questionnaire method and experimental research method,to jointly investigate the emotional regulation strategy and emotional regulation ability of the prospective teachers.Study 1 used the Emotional Regulation Implicit Association Test to investigate the implicit attitudes and degree differences of the prospective teachers.In the second study,paper-and-pen test and questionnaire method were used to investigate the explicit emotional regulation strategies,emotional regulation efficacy and the relationship between the variables.Study 3 used two experiments to explore the emotional expectations and cognitive control of the prospective teachers.Experiment 1 used the Affective-cueing Task to investigate the differences in the response of the prospective teachers to the emotional target pictures under different expected conditions,explored the characteristics of their expected adjustments.Experiment 2 used the Cued Emotional Conflict Task to examine the responses of the prospective teachers to angry and happy faces under the condition of conflict or consistency between cue and target,to explore the cognitive control ability of teachers on anger and happiness.According to the Difficulties in Emotional Regulation Scale,the subjects in the experiments 2 and 3 were divided into high and low difficulty group,and the differences in their expectation and cognitive control ability were further compared.The result shows that:(1)The prospective teachers had a closer connection between emotional control words and positive words,and are controlled implicit regulation attitudes.(2)The frequency of use of the teacher's emotional r strategy regulations higher,especially the cognitive reappraisal strategy.The score of difficulty in emotion regulation is lower than the average level,the flexibility of emotion regulation in different situations is higher.There was asignificant positive correlation between admission teachers' regulating students' efficacy and self-regulating efficacy,There was a significant negative correlation between cognitive reappraisal strategy and implicit negative emotion,and a significant positive correlation between expression inhibition strategy and implicit negative emotion.(3)The response time of the prospective teachers under the condition of expected consistency was significantly shorter than that under the condition of expected inconsistency.When the expectations were inconsistent,the response time to neutral target images increased significantly.The adjustment ability of the low group of emotion regulation difficulties was significantly higher in consistent and inconsistent than the high group.(4)The response of the prospective teachers to the opposite key of the emotional face was significantly longer than the real key condition.Under the opposite condition,the correct rate of control over angry faces is significantly higher than that of happy faces.The low group with difficulty in emotion regulation had significantly better cognitive control ability than the high group under the opposite condition.In conclusion,the prospective teachers have more explicit emotional adjustment and emotional adjustment implicit attitudes.The expected consistency facilitates the emotional response,and the expected inconsistency increases the reaction load,and the reaction time is significantly longer.Emotion affected individual's cognitive control ability,and the control of angry face was significantly better than that of happy face.The anticipation and cognitive control ability of subjects with low emotional regulation difficulty were significantly higher than those with high emotional regulation difficulty.