Research On The Intervention Curriculum Of Emotion Regulation Self-efficacy Of Senior One Students

The emotion adjustment self-efficacy sense only began to enter the people's field of view in the 1990s,and the intervention training course of adolescent emotional adjustment self-efficacy is not involved in China.Therefore,this study used questionnaire method to investigate the status and gender differences of emotional adjustment self-efficacy in a key high school in Shenyang.Two classes were selected as the experimental group and the control group to conduct the emotional adjustment self-efficacy training course,thus improving the students emotional adjustment self-efficacy,and using SPSS 20.0 to analyze the collected data statistically.Findings:(1)Student's emotion adjustment self-efficacy is in normal level,relatively good,and expression positive emotion self-efficacy score is higher than management negative emotion self-efficacy;(2)There were significant differences between male and female students self-efficacy in emotional regulation,and female students were more likely to express positive emotional self-efficacy and male students were more likely to manage negative emotional self-efficacy;(3)After the training course of emotion adjustment self-efficacy,the score of each factor of emotion adjustment self-efficacy improved obviously.