A Study On The Relationship Between Emotional Self-efficacy,Trait Mindfulness And Emotional Intelligence Of Junior Middle School Students And Its Intervention

A few days ago,more and more psychological and pedagogical scholars pay attention to the research field of emotional regulation self-efficacy.On the one hand,the development process of quality education continues to advance,on the other hand,the mental health of adolescents has become the focus of attention of the times.As we all know,when it comes to the development process of individual one-student,then the junior high school stage must be an important period that can not be ignored,and it is the key period for the development of individual self-consciousness and the establishment of self-identity.For junior high school students who have just entered adolescence,the changes in living environment and style,the increase of learning content and requirements,as well as the rapid development of physiology and psychology accompanied by adolescence,make them feel more pressure,and the emotional problems that accompany them are also worthy of attention.Since the concept of mindfulness education was put forward,it has been favored by many psychological researchers at home and abroad.Some researchers suggest that with the development of cognitive level,junior high school students begin to be aware of their own and external environment,followed by the development of junior high school students’ trait mindfulness.In recent years,continuous research has confirmed that mindfulness meditation training plays a good positive role in promoting stress relief and improving individual emotional processing and regulation.However,there may also be differences in emotional regulation of self-efficacy among individuals with different levels of mindfulness.Using questionnaire and quasi-experimental method,using emotional Regulation self-efficacy scale,attention Awareness scale and emotional Intelligence questionnaire,353 junior high school students in Chongqing were selected as subjects to explore the present situation and related influencing factors of emotional regulation self-efficacy of junior high school students.Sixty of them were selected as subjects for eight weeks of mindfulness meditation training.The conclusions of the study were as follows:(1)The self-efficacy of emotional regulation of junior high school students is in the upper and middle level,and there are significant differences in grade,sex and only child.(2)There is a significant positive correlation between emotional regulation self-efficacy,trait mindfulness and emotional intelligence of junior high school students,and emotional intelligence plays a partial intermediary role between trait mindfulness and emotional regulation self-efficacy.(3)Eight-week mindfulness meditation training has a significant immediate and continuous effect on improving the emotional self-efficacy of junior high school students.