Emotional Attentional Bias Of Junior High School Students With Low Emotional Reglation Ability

The stage of junior high school students is the key stage of students’ psychologicaldevelopment,as well as the sensitive stage of their emotional development.Individual differences in emotion regulation are relatively stable characteristics in the process of emotion regulation,and the ability of emotion regulation can be divided into high and low levels.Emotional attentional bias refers to that when faced with a large amount of information,individuals tend to focus their attention on information with emotion.In the review of previous studies,it is found that there is a debate on the emotional attentional bias of junior high school students with low emotional regulation ability.In this study,we explored the emotional attentional bias of junior high school students with low emotional regulation ability,We used the point detection paradigm and the Stroop slow effect of emotion.On this basis,the author puts forward corresponding teaching suggestions for the mental health education of junior high school students with low emotional regulation ability.The study includes two experiments.First,the Emotional Regulation Scale was used to screen the junior middle school students with low emotional regulation ability,and emotional vocabulary was used as the experimental material.In Experiment 1,36 junior high school students from No.3 Middle School in N City were selected as subjects to explore whether junior high school students with low emotional regulation ability had attentional bias to negative emotional words through the point detection paradigm.The results showed that the average reaction time(664.49ms)of junior high school students with low emotion regulation was significantly shorter than that of neutral emotion words(1088.36ms),F=11.42,P <0.001,which indicated that junior high school students with low emotion regulation ability had attention bias to negative emotion words。In Experiment 2,the Stroop slow effect paradigm was used to explore whether the cause of the emotional attentional bias of junior high school students was attentional dissolving difficulty.The results showed that:(1)low emotion regulation ability junior middle school students in the hybrid group F(negative emotional words)the average reaction time(1379.23ms)significantly greater neutral portfolio Z1(neutral)(859.41ms),negative emotional information of F in the current times of cognitive processing causing present emotion stroop effect quickly,namely negative emotional words for color discrimination task interference.(2)the participants in the combination of mixed Z2/Z3 average reaction time(1376.65ms)significantly greater neutral portfolio Z2/Z3 average reaction time(833.77ms),namely F negative emotions has a try on neutral words behind The Times,the interference between the low emotion regulation ability of negative words in junior high school students pay attention to,will continue for a period of time influence on the subsequent vocabulary cognitive judgment,namely the slow effect,while the slow effect showed that the participants to the negative emotional information note to show the attention to remove difficulties.Through the analysis of the above two experiments,the following conclusions are drawn in this study:(1)Junior high school students with low emotional regulation ability have attentional bias towards negative emotions.(2)The attentional bias of junior high school students with low emotional regulation ability to negative emotions is due to the difficulty in attentional disengagement.Based on the above research conclusions,the following suggestions are proposed:(1)Mental health education can improve junior high school students’ ability of emotion regulation by teaching them positive emotion regulation strategies and carrying out themed psychological courses.(2)Mental health education can improve the attentional disengagement ability of junior high school students with low emotional regulation ability through attentional distribution,positive fantasy and attentional bias training.