Relationships Between Optimism,Self-efficacy Of Emotion Regulation And Interpersonal Distress Of Secondary Vocational School Students

As a special group of teenagers,most of the secondary vocational school students enter the society directly after graduation.With a high level of optimism,they enhance their self-confidence of emotion regulation,which plays an important role in alleviating their interpersonal problems.Previous studies have shown that high levels of optimism and self-efficacy in emotion regulation can reduce the adverse effects of interpersonal distress on individuals.This study focuses on the relationship between optimism,self-efficacy of emotion regulation and interpersonal distress,and further explores the mediating role of self-efficacy of emotion regulation between optimism and interpersonal distress.In this study,1000 students were selected from three secondary vocational schools in Yongzhou City as subjects by using the revised Life Orientation Scale(LOT-R),emotional regulation self-efficacy scale(Serse)and interpersonal comprehensive diagnosis scale.Spss23.0 software was used to analyze the collected data,in order to explore the current situation of optimism,self-efficacy of emotion regulation and interpersonal problems of vocational school students and the relationship between them.Main results list as follows:1.Overall results of the study show that,the optimism and self-efficacy of emotion regulation of vocational school students are in the upper middle level,and there are some interpersonal problems for them.2.Statistics shows that for optimism,there are significant differences in factors such as family atmosphere and parenting style,and partial differences in factors such as gender/grade/only child/family income/student cadres/family structure.As for emotion regulation self-efficacy,there are significant differences in factors such as gender/family income/family structure/family atmosphere,and partial differences in grade/only child/student cadre/parenting style.Furthermore,for interpersonal distress,there are significant differences in factors such as grade/family income/family atmosphere/parenting style,and partial differences in factors such as gender/only child/student cadre/family structure.3.There are significant correlations among the three variables of optimism,self-efficacy of emotion regulation and interpersonal distress.4.Optimism and self-efficacy of emotion regulation can significantly predict the degree of interpersonal distress,and optimism can significantly predict self-efficacy of emotion regulation.5.For secondary vocational school students,self-efficacy of emotion regulation plays a part of mediating role between optimism and interpersonal problems.Based on above research conclusions,this study,according to the characteristics of the physical and mental development of secondary vocational school students,puts forward the suggestion that we should carry out active education for secondary vocational school students,guide them to master the strategies of emotion regulation,cultivate their optimistic personality,improve their self-efficacy of emotion regulation,and improve their interpersonal relationship problems under the support and participation of school,family and society.